The higher education sector is constantly expanding and evolving across its academic, research, and service offerings. Changes and reforms in the field of higher education are considered challenges that cannot be ignored or overlooked in an increasingly globalized world with its laws and conditions. Cooperation in higher education across various sectors of society has become an essential requirement, transforming such collaboration into a vital means of information exchange and transculturation. The objective is to achieve convergence between scientific and organizational concepts, skills, and experiences in the work environment, and contribute to their harmonization.
Higher education in the Arab region has been witness to a prolific history. Long intertwined with major religious, intellectual, political, social, and economic movements, institutions of higher learning have occupied a central place in Arab societies. The university in the contemporary Arab world can be conceptualized as a global, universal institution located within a region with particular histories and cultures of learning. The region contains a great deal of diversity, yet despite significant differences, a number of features—including the prominence of numerous pan-Arab political and economic organizations, a shared language, majority religion, political systems, common history, and experience of regional politics—allow for a coherent treatment of the Arab region (
Transculturation is a term coined by the Cuban anthropologist Fernando Ortiz in 1947 to describe the phenomenon of merging and converging cultures. Transculturation encompasses more than a transition from one culture to another; rather, it merges these concepts and carries the idea of the consequent creation of new cultural phenomena. Consequently, certain scholars perceive transculturation as a reflection of global phenomena and human events.
Transculturation is a method of communication in the field of education. Central to the idea of “transculturation” is its reliance on two reciprocal elements from each side—giving and receiving. One entity engages in both taking and giving simultaneously, while the other side reciprocates in a similar manner. This is why this idea has been popular in cultivating relationships and fostering positive communication between higher education institutions. As such, the idea of “transculturation” hinges on the concept of human connection with a cultural and cognitive purpose.
If we consider positive communication between people to be a result of cultural exchange, this outcome significantly impacts the operations of higher education institutions. These institutions effectively contribute to the development of cultural communication among their students, aiming to construct expansive bridges for understanding others (the students). This understanding assists students in self-assessment and in recognizing their cultural stance in the context of the contemporary global landscape, encompassing diverse peoples and cultures. Hence, the concept of transculturation between higher education institutions that focuses on communication has emerged to diversify students’ experiences to acquire knowledge and experience, lead other ways of life, and deal with new patterns of behavior and thought. Each of them returns with different experiences and diverse ideas that enrich their cognitive disciplines and refine their practical skills.
Cultural Diversity: Cong
Electronic Communication: actions and techniques of communication that are characterized by the utilization of new technologies and, in particular, the Internet tools of communication (World Wide Web, electronic mail, Weblogs, chats, forums, wikies, etc.) (
Higher Education: is a form of formal learning, in which education is provided by universities, colleges, graduate school, etc. and completed with a diploma (
The Student Exchange Program entails sending high school and university students abroad to partner educational institutions. The primary objective of this program is to help participating students enhance their understanding and tolerance of other culture (
1) Research Phase for Student Exchange Programs:
2) Application Phase:
In this section, the researcher presents examples of student exchange programs used by certain higher education institutions to provide an overview of the most important criteria upon which these programs rely for student admission. These criteria encompass GPA, services provided to students, the mechanism of selecting universities, and other aspects on which these programs depend.
1) The US and educational exchange programs with Arab countries2
One of the most noteworthy international educational exchange programs is the Fulbright Program. Since its inception in 1946, this program has facilitated educational experiences for over 250,000 students from 185 countries to study in the US. Additionally, the Gilman Scholarship Program, operational since 2000, has enabled 2200 American students to pursue studies abroad. In 2005, the number of foreign students in the US exceeded 565,000, complemented by 89,000 international scholars (comprising teachers and researchers). This surge reflects the US’s endeavor to foster educational connections with nations progressively assuming crucial roles on the global stage.
The political situation in the world after September 11, 2001, amplified US interest in what is happening in the Arab and Islamic world. The growing interest is manifested in several ways, notably the heightened desire of thousands of US citizens to learn the Arabic language. The US government is also working hard to support student exchange programs with Arab and Islamic countries to provide them with the opportunity to acquire firsthand insights through immersive academic experiences.
2) University of Sharjah’s CASTO3
Given that student development is the main focus of the University of Sharjah, in consonance with its general mission, the integration of practical training with theoretical qualifications assumes paramount importance, necessitating meticulous attention and precision. The Career Advising and Student Training Office (CASTO) seeks to fulfill several objectives, including the provision of academic and administrative support to students as they prepare to enter professional communities. It aims to bridge the gap between theoretical hypotheses presented to students in lecture halls and their practical application, thereby fostering the integration and solidification of specialized comprehension. Additionally, CASTO aims for students to grasp the nuances of specialization, professionalism, and life responsibilities within various fields of work, culminating in the fulfillment of practical training as a prerequisite for graduation. Therefore, CASTO plays a key role in activating the student exchange clause stipulated in the partnership agreements signed between the University of Sharjah and the international universities. CASTO undertakes logistical responsibilities concerning exchanges, ensuring a supportive and comfortable environment for foreign students at the University of Sharjah and fostering interaction amongst university students. This is done through communication and coordination with relevant colleges and departments within the University to ensure the provision of high-quality services from the moment a student enrolls in a program, starting from their reception at the airport and continuing until they depart from the country. CASTO also provides university students with opportunities to travel abroad to benefit from student exchange programs through the University’s membership in the Association of Arab Universities and the International Association for the Exchange of Students for Technical Experience (IAESTE).
3) Student Exchange Program at Sultan Qaboos University4
Sultan Qaboos University adopts a student exchange program in collaboration with several recognized higher education institutions, according to the following rules:
a) Non-university students are admitted to the student exchange program for undergraduate programs. This includes individuals enrolled in universities or institutions affiliated with Sultan Qaboos University through student exchange agreements or memoranda of understanding. The objective is to allow these students to undertake specific courses at Sultan Qaboos University for a period not exceeding two semesters.
b) Students from Sultan Qaboos University wishing to join the student exchange program must have successfully completed 60 credit hours within their study plan, maintaining a cumulative GPA of at least 2.5. These students are required to submit their applications to the International Cooperation Office.
4) United Nations Educational, Scientific, and Cultural Organization (UNESCO)5
This program centers on the notion that within a culturally diverse world, it is imperative to cultivate a fresh approach to intercultural dialogue. This involves exploring methods of intercultural communication and acknowledging shared cultural similarities, and common goals. Rooted in this principle, UNESCO strives to bolster peace and security through engagement in education, science, and culture. Additionally, it seeks to fortify international cooperation, fostering a climate of universal respect for justice, law, human rights, and fundamental freedoms. This commitment is in line with the United Nations Charter, which advocates these principles to apply to all individuals regardless of their race, gender, language, or religion. UNESCO’s efforts extend to fostering intercultural dialogue through education, science, culture, communication, and information exchange. The program extends its support to higher education students across various countries by offering grants. It does so by endorsing national programs under the purview of USAID and by evaluating and enhancing educational outcomes to contribute to the advancement of nations.
In this section, the researcher presents several examples of international student exchange programs employed by higher education institutions. These models involve contracting with these institutions to facilitate the enrollment of their students in different universities worldwide. Alternatively, institutions directly engage with students to help them leverage these programs, thereby enhancing their knowledge and practical skills as they transition beyond their graduation.
1) AIESEC6
AIESEC is one of the best opportunities for student exchange. It is a non-profit organization run by the world’s youth, operating in more than 2400 universities across 126 countries around the world, including universities in Arab countries. AIESEC fulfills its mission by focusing on its core objective of recognizing the significance of youth in global transformation and facilitating their access to opportunities for honing leadership and management skills. It is keen to avoid entanglement in political, ethnic, and ideological distinctions, striving instead to identify shared aspects that contribute to the realization of peace and human unity.
2) Kennedy-Lugar Youth Exchange & Study (YES) Program7
Amideast is one of five organizations collaborating to administer a component of the Kennedy-Lugar Youth Exchange and Study (YES) Program. Through funding from the U.S. State Department, the program extends grants to high school students in 40 countries spanning the Middle East, Africa, South/Southeast Asia, Eastern Europe, and South America. These grants offer the opportunity for students to reside and study in the United States for a full academic year. With a focus on nurturing youth leadership and promoting an understanding of US culture, participants in the YES Program serve as cultural ambassadors of their respective nations.
3) US Institutes (SUSIs) for Student Leaders8
Study of the U.S. Institutes (SUSIs) for Student Leaders are five-to-six-week academic programs designed for foreign undergraduate students between the ages of 18 and 25 to improve their understanding of the United States and to develop their leadership skills. Institutes include a four-week academic residency consisting of interactive classroom activities, discussions, lectures, readings, site visits, and workshops; a one-week educational study tour to a different region of the United States; leadership skills building activities; community service; and opportunities to interact with their American peers on a college campus. Each Institute includes approximately 20 participants from selected countries.
4) Mundus Erasmus9
Erasmus Mundus is the EU’s program established in 1984, which was later joined in 2014 by the Erasmus, to support education and training. It comprises a series of grants provided by the EU with the primary objective of fostering intercultural dialogue and mutual understanding among people through collaboration between the EU and third-world nations in various academic disciplines, while also creating employment opportunities through student exchange programs during specific periods of the year. Erasmus Mundus includes more than 4000 universities across 33 countries around the world, in addition to an educational institute. Enrolled students have the opportunity to apply for scholarships provided by Erasmus. This program serves as a means through which the EU extends financial support, in the form of scholarships, to students, faculty, and researchers who wish to study at higher education institutions in Europe.
5) The Middle East and North Africa Regional (MENAR) Fellowship Program10
The MENAR Fellowship Program is working to achieve this objective by offering one-year post-graduation fellowships for top graduates of American colleges at leading organizations in the Middle East and North Africa. The program offers these graduates an opportunity to engage with the people and institutions of the Middle East through high-impact, professional fellowships; provides service organizations with passionate young professionals who can forge a bridge between the U.S. and the region and aid in the region’s development; and fosters a new generation of U.S. leaders in service, politics, and policy who have experience with the challenges the region faces and the potential it holds.
6) PLUS, Program11
One of the most important programs run by the US Department of State is the PLUS Program. Launched in the 2004-2005 academic year, its core purpose is to facilitate transculturation between the US and countries within the Middle East, North Africa, and South Asia by inviting a group of high-achieving students from these regions to spend two years in the US. The selected students have the aspiration to assume significant roles within their home countries following the completion of their studies in the US. Students enjoy a full scholarship from the US Department of State to enable them to pursue their university education and carry out some activities, such as participation in seminars.
7) IAESTE12
Founded in January 1948 at the Royal College in London, IAESTE expanded geographically across most of Europe. It operates as a non-profit entity that brings together national committees representing academic, industrial, and medical interests. IAESTE caters to approximately 4000 students, 3000 employers, and 1000 academic institutions by offering specialized international training programs in work-related fields, social and cultural spheres, and the development of international communication networks. Additionally, IAESTE engages in commercial and employment activities spanning over 80 countries worldwide. Currently, IAESTE has more than 80 participating countries, offering over 4,000 training exchanges each year.
The topic of student exchange aimed at promoting cultural dialogue between higher education institutions is an underexplored area in Arab studies. Despite this, the researcher discovered a wealth of foreign studies on the subject. The researcher specifically concentrated on the outcomes of prior research concerning the effects of transculturation programs on students. The study’s “Student Movement between GCC Universities with Future Prospects in Light of Practical Experience (Bologna Process)” (
In a study entitled “Short-Term Study Abroad and Intercultural Sensitivity: A pilot study” (
Transculturation among higher education institutions is a recent trend that has garnered attention from universities, particularly in light of the growing emphasis on cultural diversity and the importance of respecting identity as a foundation for international understanding. The University of Sharjah stands out as one of the institutions that have embraced this trend, exemplified by its chosen institutional logo, which is the meeting point of civilizations. Additionally, the university’s remarkable ability to attract students from approximately 100 different nationalities across various scientific and literary disciplines further exemplifies its commitment.
To actively promote the concept of cultural diversity, the university has entrusted the task of facilitating student exchanges between diverse cultures to the Career Advancement and Student Training Office. This office is responsible for implementing strategies that facilitate these exchanges, as outlined in the cooperative agreements and partnerships established between the University of Sharjah and various Arab and international universities. The University of Sharjah’s affiliation with IAESTE presents exceptional prospects for students to engage in transculturation programs. These initiatives involve sending students from the university to diverse institutions worldwide, while also hosting students from various universities at the University of Sharjah.
In light of these considerations, the study topic can be formulated as follows: “Examining and analyzing the efficacy of the IAESTE website in advancing the concept of cultural diversity as a fundamental pillar within student exchange programs and determining its effectiveness in guiding university students towards enrolling in these programs and assisting them in selecting the most suitable options among the offerings available.”
This study holds significant importance for higher education institutions, both within the UAE and specifically at the University of Sharjah. Its primary focus is to examine the effectiveness of electronic communication in transculturation programs for university students in advancing the understanding of cultural diversity, fostering cultural dialogue, and promoting understanding during its students’ participation in IAESTE through its website.
The study employed a descriptive approach to fulfill its aforementioned objectives. This approach is recognized as one of the methods that elucidate phenomena through available research topic sources. Furthermore, a content analysis methodology was utilized and involved a qualitative examination of the IAESTE website. This analysis aimed to evaluate the efficacy of this website in promoting the idea of cultural diversity within student exchange programs. The evaluation encompassed various indicators, including program features for students, photo albums, video files, opinions of students enrolled in IAESTE, and website interactions.
Additionally, the researcher incorporated in-depth interviews with the Director of the Career Advancement and Student Training Office at the University of Sharjah. The purpose of these interviews was to grasp the IAESTE’s contribution to achieving its objectives, specifically in terms of advancing the concept of cultural diversity among participating students and assessing the effectiveness of the IAESTE website in attracting and enrolling University of Sharjah students in the program.
Conversely, the researcher employed a questionnaire as a tool for data collection. The questionnaire was administered to a random sample of students who participated in IAESTE during the academic year 2021-2022. The sample consisted of 100 individuals who were queried to fulfill the study’s objectives.
The researcher used two data collection tools: in-depth interviews and content analysis. The findings underwent qualitative analysis. Additionally, the questionnaire tool was utilized, and its outcomes were quantitatively examined to discern the primary factor influencing students’ decision to enroll in the Student Transculturation Program (IAESTE). The research approach is outlined as follows:
1) In-depth interview with Mrs. Rana Qabbani, Director of the Career Advancement and Student Training Office: An in-depth interview was conducted to identify the role of the office in encouraging students at the University of Sharjah to participate in IAESTE. The interview was analyzed qualitatively to deduce students’ motivation for engaging in the program and the impact of cultural diversity on their decisions. The results of the interview yielded the following conclusions:
a) Enrollment in IAESTE has witnessed a gradual increase from 2002 to 2019 (see appendix).
b) Students have the autonomy to select their desired country for IAESTE. The Career Advancement and Student Training Office suggests universities in the chosen country and provides optimal offers. Prominent choices among University of Sharjah students include Egypt, Libya, Palestine, India, United Arab Emirates, Jordan, Iraq, Sudan, Pakistan, Yemen, the Syrian Arab Republic, Lebanon, and the United States of America.
c) Cultural diversity among nationalities did not hinder the enrollment of University of Sharjah students of all disciplines at various universities. Instead, it contributed significantly to their personal growth, particularly in aspects such as behavior, embracing interaction with other students irrespective of race nationality, or language, self-skill development, and enhanced academic performance post-program completion.
d) In accordance with IAESTE’s objectives, University of Sharjah students enrolled in IAESTE were able to translate these goals significantly, especially in the following terms, as the program successfully achieved the following goals for students:
2) Analysis of the content of IAETSE website:
The researcher analyzed the IAETSE website to identify interactive links available on the website that pertain to the concept of cultural diversity, which affects the students’ decision to participate in the student transculturation program. The indicators used to evaluate the concept of cultural diversity were categorized by analyzing the following links:
Results of the IAESTE website content analysis, as shown in
a) Website Language: The website exclusively employs the English language, chosen as a universal language in higher education institutions.
b) Multimedia links:
c) Text Links: Textual content that embodies the concept of cultural diversity is present within the following electronic links:
| Site Language | Multimedia links | Text links | Feedback links(Site Interaction) | ||||
| Images | Videos | Social media | IAESTE objectives | Program features | |||
| English only | All website links | Precious experiences | At the bottom of the Home page | On Home pageabout | under students | Contact us | |
The questionnaire was distributed via email to a selection of students who participated in the student transculturation program (IAESTE) during the academic year 2021-2022, in collaboration with international universities to gather their opinions and experiences regarding the program, as well as to assess the program’s impact on their sense of identity and cultural diversity. The obtained questionnaire results are outlined below:
1) Age:
The following table shows the age distribution within the study sample. It indicates that the students’ ages ranged between 20 and 26 years. This distribution suggests that the sample primarily consisted of students in an advanced stage of their studies, possessing substantial familiarity with the transculturation program (IAESTE) and its enrollment procedures, see
| 20 Years | 14% |
| 21 Years | 31% |
| 22 Years | 14% |
| 23 Years | 21% |
| 24 Years | 10% |
| 25 Years | 7% |
| 26 Years | 3% |
2) Nationality:
| Palestine | 7% |
| Iraq | 21% |
| Syria | 17% |
| Sudan | 10% |
| Jordan | 21% |
| Libya | 3% |
| UAE | 3% |
| Egypt | 7% |
| Canada | 7% |
| India | 3% |
3) Training Entities:
| UOS | 88% |
| AUS | 4% |
| Heriot-Watt University | 4% |
| Khalifa University | 4% |
4) Faculty:
5) Sub-specialization:
The specializations of the sub-study sample varied based on their affiliations with different colleges.
| Engineering | 77% |
| Sciences | 15% |
| Business Administration | 4% |
| Fine Arts and Design | 4% |
| Architectural Engineering | 15% |
| Civil Engineering | 15% |
| Computer Engineering | 8% |
| Computer Science | 12% |
| Electrical & Electronics Engineering | 4% |
| Electrical Engineering | 8% |
| Industrial Engineering | 8% |
| Mechanical Engineering | 4% |
| SREE | 4% |
| Sustainable and Renewable | 12% |
| Biotechnology | 4% |
| Finance | 4% |
| Interior Architecture | 4% |
6) Academic year:
The following
7) Countries to whose universities participants have enrolled:
| Junior | 15% |
| Senior | 77% |
| Master | 8% |
| Türkiye | 23% |
| Romania | 4% |
| Serbia | 8% |
| Bosnia | 4% |
| Malta | 4% |
| Belgium | 4% |
| Switzerland | 12% |
| UAE | 4% |
| Spain | 4% |
| Germany | 8% |
| Cyprus | 4% |
| China | 4% |
| Brazil | 4% |
| Macedonia | 12% |
| Egypt | 4% |
8) Duration of enrollment in the training program:
| 4 Weeks | 15% |
| 40 Days | 7% |
| 7 Weeks | 4% |
| 8 Weeks | 48% |
| 9 Weeks | 4% |
| 10 Weeks | 7% |
| 12 Weeks | 11% |
| 1 Year | 4% |
This section of the questionnaire aimed to evaluate the extent to which the study sample benefited from the student transculturation program (IAESTE) in alignment with the program’s objectives. The researcher selected a set of objectives and requested the study sample to assess their achievement levels. The outcomes are as follows:
1) Promoting understanding, international relations, cooperation, and trust among students, academic institutions, employers, and society:
The following
| Strongly Agree | 72% |
| Agree | 21% |
| Neutral | 3% |
| Disagree | 0 |
| Strongly Disagree | 3% |
2) Working within a practical training exchange program among IAESTE’s members to support technical and professional development:
| Strongly Agree | 55% |
| Agree | 31% |
| Neutral | 14% |
| Disagree | 0 |
| Strongly Disagree | 0 |
3) Working regardless of race, color, culture, gender, or religious and political beliefs:
The following
| Strongly Agree | 63% |
| Agree | 28% |
| Neutral | 3% |
| Disagree | 3% |
| Strongly Disagree | 3% |
4) Providing training by qualified and experienced employees:
| Strongly Agree | 69% |
| Agree | 21% |
| Neutral | 7% |
| Disagree | 3% |
| Strongly Disagree | 0 |
5) IAESTE is a source of cultural enrichment for trainees and host communities:
The majority, 67%, of the study sample strongly expressed that the work environment in the institution in which they enrolled was characterized by cultural enrichment stemming from the diversity among enrolled students in the program and the various aspects of communication that facilitated the exchange of experiences. Only 4% of the sample confirmed that this objective was not strongly achieved, see
| Strongly Agree | 67% |
| Agree | 29% |
| Neutral | 0 |
| Disagree | 0 |
| Strongly Disagree | 4% |
6) Providing students with technical expertise related to their study:
A significant 59% of the study sample strongly affirmed their agreement that the student transculturation program (IAESTE) significantly enhanced enrolled students’ technical expertise related to their studies during their training period. This is necessary because the program focuses on the training aspects of students in terms of practical practice rather than theoretical aspects, which develops their skill levels. Additionally, 7% of the sample maintained a neutral stance on this aspect, which are shown in
| Strongly Agree | 59% |
| Agree | 34% |
| Neutral | % |
| Disagree | 0 |
| Strongly Disagree | 0 |
This section includes the sample study’s identification of the advantages they perceive from enrolling in the IAESTE program. The results were as follows.
| Strengthening your resume and making your experience standout to employers | 73% |
| Working and living abroad | 63% |
| Practical experience in a real workplace | 40% |
| Forming new friendships and experiences with different cultures | 63% |
| Improving communication, social, and language skills | 43% |
| Forming international professional networks and connections | 40% |
| Over 80 participating countries from which to choose | 3% |
| Benefiting from the Organization’s experience in student training | 13% |
After analyzing the results of the field study on the questionnaire tool, the researcher arrived at a set of findings outlined as follows:
1) Students from the University of Sharjah displayed a strong interest in enrolling in the IAESTE program instead of other universities in the country. The diverse nationalities of students enrolled in the training program, and the age range of these students varied between 22 and 26.
2) Students from the College of Engineering, spanning various specializations, showed a notable inclination towards the IAESTE program due to its practical orientation. The program necessitates hands-on application of theoretical concepts. Additionally, the majority of the sampled students were at an advanced academic level (third and fourth years).
3) An important finding is the diversity of the countries chosen by the study sample for training in their institutions, according to their academic and sub-specialization, which requires the selection of specific institutions that provide them with appropriate training for the refinement of their skills and abilities. It is also linked to the specific training period that the study sample underwent in the chosen country.
4) The study sample affirmed the achievement of the program’s objectives to a significant extent, particularly in fostering mutual understanding, international cooperation, and trust among students, academic institutions, the training environment, and society. The researcher observed that the study’s objectives were intertwined with cross-cultural interactions among students, transcending factors like gender, race, nationality, and religion through a meeting point represented in transculturation between students.
5) The study sample confirmed that one of IAESTE’s most important advantages is enhancing their resumes and highlighting the experience they gained to post-graduation employment prospects. Furthermore, travel emerged as a means to enrich experiences, forge professional connections, and derive benefits from diverse cultural settings.
1) The University of Sharjah is considered a healthy training educational environment to attract students of different nationalities to study in its scientific and literary faculties.
2) The student transculturation program (IAESTE) contributes to nurturing a sense of unity among students, transcending gender, nationality, and race.
3) The University of Sharjah students place trust in the IAESTE program to bolster their academic knowledge through practical applications.
4) The duration of IAESTE programs is suitable for surmounting challenges related to varying nationalities among students, facilitating harmony among them.
1In this section, the researcher referred to several references:
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