To begin understanding how best to develop and train Emirati women so they can become more influential in business, government, and the community, research was conducted that explores the backgrounds and experiences of these women in learning environments. The purpose of this paper is to explore how college students are transformed through their learning experiences, and this paper reports on two categories: backgrounds (i.e. confidence, learning environment, lack of previous opportunities, and family support) and personal and professional development (i.e. confidence, personal responsibility for learning, and skills and competency development).
In‐depth qualitative interviews (using the phenomenological methodology) were conducted with Emirati students at a women's college in Abu Dhabi.
This paper presents findings related to four of the ten stages in Mezirow's perspective transformation process: disorienting dilemma, critical assessment of assumptions, acquisition of knowledge and skills, and building competence and self‐confidence in new roles, behaviors, or relationships. This is a portion of the full study that demonstrates that these women have experienced ongoing transformational learning experiences during college.
The exploratory nature of this study and the self‐selection of participants limit the generalizability of this study.
This paper provides helpful insights for educators, scholars, and practitioners to help them more effectively design successful developmental programs for Emirati women in educational and non‐educational settings. Understanding more about their lives and journeys toward and during higher education can provide new perspectives that will be helpful in developing future competency‐building programs for Emirati women.
