| By studying the pedagogical adaptations teachers are making on transnational campuses, successful adaptation strategies can be identified and systematically cultivated to improve the delivery of Western education abroad. In this study, pedagogical practices were examined at a college with campuses in Qatar and Newfoundland. Volunteers were interviewed and observed, and further insights were explored through web-based discussions.;The teachers in Qatar were spontaneously adapting their pedagogy in response to their perceptions of the students' culture, especially in behaviors relating to time perception and motivation. Teachers with longer service in Qatar made more adaptations and appeared to be more successful in encouraging behaviors such as participation and punctuality. Many of the adaptations paralleled the literature including (1) using diverse question forms. (2) focusing on questions that cannot be considered right or wrong. (3) using multiple teaching styles. (4) employing repetition. (5) providing additional guidance, (6) clarifying expectations, (7) calling on individuals, and (8) allowing first language usage. Some of the more significant adaptations, not found in the literature, included (1) strategies concerning time orientation: (2) segregating groups by gender or nationality: (3) using set seating plans for exams: (4) employing controversial topics as appropriate to the culture of the students: (5) moving from highly structured to more student-centered activities: (6) relating the class work to the work world via field trips and guest speakers: and (7) using games, competitions, and hands-on activities to motivate students.;Recommendations include openly discussing cultural differences with the students negotiating classroom practice and clarifying expectations, developing a bank of place-based examples from which the teachers could draw, and preserving and conveying successful adaptation strategies.;The use of a cultural dimensions framework was employed to allow for comparison across studies and cultures while minimizing Western researcher bias. The cultural dimensions framework was formed from the work of Hofstede (1980, 2001). Dimmock and Walker (2005), and Hall (2003). During the study, motivation and language impediments were also seen to be highly significant and were added to the framework. |
