TECHNOLOGICAL IMPACT on CAREERS, EDUCATION and …

Chapter 5

TECHNOLOGICAL IMPACT onCAREERS, EDUCATION andCULTURE in the ARAB WORLDby Khaleel AlyahyaRecent global events and political instability have returned the focusback on the highly controversial region of the world, the Middle East.The Arab world with its dynamic natural resources and rich culture is acenter of attention due to overwhelming economic and professional stag-nation in recent decades. This article explores the different career de-velopment and economic environments within the region, and the use oftechnology on careers, education and the social empowerment of women.Career development is a growing trend in the Arab world as politicalchange takes place and populations seek a brighter future within a grow-ing "knowledge-based society". Using technology effectively within theArab world under these circumstances is essential for economic growth,as well as career and professional development.

The discovery of oil in the Gulf countries during the 1970s greatly influ-enced the view of Arab workers on migration, employment, and careerand economic development. Intra-regional migration was a direct resultof the oil boom due to growing consumer economies (Haque & Luqman,2010). While migration to Gulf countries was huge during the oil boomand decades after, such a move can be an unstable investment for mostmigrant workers. Fluctuating oil prices of the 2P' century, as well asfear of unrest from political entities in the Gulf region, have sent manyof these migrant employees back to their home countries (Haque, et al.,2010). Various technological advances and educational opportunitiesin Europe and the U.S. have influenced migration trends as well, with agrowing number of Arab nationals studying and seeking employment andcareer opportunities in consumer countries not solely dependent on oilwealth to drive their economies. In addition to varying migration trends,an increasing number of Arab governments have been investing heav-ily in education, promising more employment and career opportunitieswithin home countries. This trend speaks to a growing highly educatedyoung Arab population, restless about the need to seek employment awayfrom home. Arab nationals are being educated by their governments,in their home countries, only to struggle with employment once they've

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received their degrees. While migrating in search of economic develop-ment for both menial and professional opportunities has been the normfor decades, expectations among the emerging generation of educatedand politically conscious youth have rapidly changed. The internet hascompletely revolutionized not only how people socialize but also howthey view the world; the Middle East is no exception. While previousgenerations may generally have accepted their limited boundaries onhow they were supposed to shape their lives in terms of social/culturalstandards and economic expectations, the advent of the intemet has re-vamped this way of thinking. The emerging generation of leaders withinthe Middle East does not want to work toward a degree only to spendyears seeking employment after graduation. When the opportunity ofwork finally does arrive, it is usually in a neighboring country or withinthe home country in a job that offers little more than a small salary.Furthermore, neglecting the impact of the internet on career develop-ment and cultural change in the Arab world would ignore current reality.The internet first found its way into the Arab world in Tunis in 1991, andbegan to spread throughout the Middle East with Saudi Arabia being thelast country to open up its telecommunications to the internet in 1998(Wheeler, 2004). While Saudi Arabia was the last country to get con-nected, it developed intemet connections quicker than any other countryin the region (Wheeler, 2004).

While it may be easy to classify the Arab world into a single cluster, inreality it's much more complicated. The Arab world is diverse with 22members of the Arab league, and every nation faces its own political andsocioeconomic difficulties. Interestingly enough, while the resources ofevery nation differ (i.e. not every Arab country is an oil wealthy nation)there are common challenges that plague the Arab world. Accordingto the Arab Human Development Report (AHDR) (UNDP, 2002), thethree common ails that touch across the vast plains of the Middle Eastare major infringements on development across the Arab world. Theyare: freedom, knowledge, and issues facing women. The ability of theArab world to progress depends on "enhanced knowledge development,broadly defined, and advances in human freedom, exemplified by po-litical and economic participation, along with a proper appreciation ofthe role of culture and values, could together form the foundation of ahuman-development path for the Arab region that responds creatively topeople's aspirations for a better life and effectively taps the forces shap-ing the twenty-first century" (AHDR 2002, p.25).

The broader question posed by these challenges is how to address themusing a medium (the internet) which empowers a new generation of edu-cated Arabs. The intemet and the technologies of the mobile phone playa major role in shaping the new psychology, employment and educational

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opportunities throughout the Arab world.

Career Development Challenges Across the Arab WorldThere are several challenges facing career development professionalswhen dealing with career issues in the Middle East. This region is notuniform in its economic growth and the timeframe and ability to provideaccess to career opportunities varies from one country to another. Forinstance, the issues facing the Gulf Cooperation Council (GCC) whichinclude Bahrain, Kuwait, Oman, Qatar, Saudi Arabia and the UnitedArab Emirates, are much different than the Arab Levant and NorthAfrica. According to a Times of Oman (March 19,2011) article "Jobsa Major Factor for Unrest in Middle East", countries belonging to theGCC are wealthy in natural resources and the respective economies haveenough jobs, potentially, to employ most working age nationals. Yet,even with such employment available, the GCC workforce is made upof a primarily foreign workforce. The article continues to explain twoprimary factors behind the distribution of jobs in the GCC. First, the lureof government positions for GCC nationals is lucrative. Generous pay,benefits and job security are seen as non-negotiable terms many nation-als seek. This often means GCC nationals aim for government positions,not commonly seeking private sector employment. When these positionsare not available, waitlists come into effect. The article continues "...GCC nationals often end up waiting for years for an opening, supportedby their families, and not seeking jobs in the private sector in the mean-time." According to the article, another influencing factor contributingto GCC nationals not moving forward with an active job search whileon the government waitlist is a strongly ingrained cultural aversion tomenial labor. In most Western countries, working through college asa waiter/waitress and doing other such jobs is commonplace and oftenviewed as a rite of passage. However, such mentality is not commonlyheld in GCC countries with nationals avoiding such employment, insteadimporting foreign workers for such positions.

The trends across the Arab Levant and parts of Northern Africa are muchdifferent than that of the GCC. The Levant is not rich in natural resourc-es, as are the Gulf countries, so career development trends have turned tobuilding a skilled white-collar workforce. A Wall Street Journal article(February 5,2011), Arab World Built Colleges, but Not Jobs addressesissues of unemployment among highly skilled populations. In manycountries, promises by government officials of jobs waiting after col-lege graduation have not materialized. Fresh graduates eagerly enteringthe job market find their prospects grim, actively seeking work in theirspecialized fields for years until finally giving up, eventually taking onmenial labor positions. While countries have been increasing education.


the same countries have not been creating the economic conditions andcareer opportunities outside of the university setting to absorb graduates.For decades, this trend has been growing. Prior to the onset of widelyavailable technology, there were generally no outlets for expressing,or exploring, such fmstrations. This translated into very few vehiclesavailable for initiating change. The article goes on to explain that educa-tion raised expectations and broadened world views. Television andthe internet provided the tools to create a movement that is reshapingexpectations about careers, access and opportunities in the Middle East.Education and technology are vehicles for change which have empow-ered otherwise disenfranchised younger generations to create movementsfor change in their unique environments.

Creating an Online Collaborative EnvironmentWhile many young Arabs across the region congregate to internet cafesto check email and chat, there is a bigger movement developing to helpmonetize the power of the internet with career development, advance-ment and support. Such movements must take into account what sub-stantiates an effective online leaming environment. Online learning canbe used at the convenience of the learner, accessing information at theirconvenience without being restricted to a particular time or place. Suchfreedom also offers the flexibility to reflectively interact with the mate-rial on hand (Bourne & Moore, 2005). In case of the much developingArab world, the intemet is not only needed as a means of learning butalso a means of developing career competencies and leadership skills. Itis the use of available material in combination with effective leadershiptraining and opportunities that can soften patriarchal institutions acrossthe Middle East.

In order for any online endeavor of such magnitude to succeed, there hasto be strong leadership directing online efforts. The continuously devel-oping world of technology often leads to reflection on what exactly therole of an organizational leader should be, especially with an online or-ganization. According to Hockaday and Puyear (2000) there are severalplatforms a leader should be able to undertake, namely, that of "holdingthe goals of the institution in one hand and the people of the institutionin another". This translates into combining the institutional goals withthe assessment of the community's needs and figuring out how to con-nect the two. According to Bensen and Paige (1996), the ability to meetthese needs is what differentiates a successful organization from one thatis not. In addition to meeting an online community's needs, a successfulinstitution must incorporate the responsibility of decision-making. Muchof community building is based in the ability of leaders to incorporateits members in important decision making processes (Pines, Seidel, &


DiTrani, 1998). When a philosophy of cooperation is implemented,members begin to take ownership of decisions made and pride in the in-stitution itself, breeding a sense of belonging (Pines, et al,, 1998), Again,the process part of the decision making process from within a commu-nity may seem like a psychological shift in traditionally authoritarianenvironments of the Middle East. This is a shift increasingly demandedby a younger and more technologically literate population in search ofexpanded career and learning opportunities.

The Saudi Student ForumSuch an endeavor like creating the Saudi Student Forum (www.saudifo-rum.us) has been a mix of figuring out the needs of newly arrived Saudistudents to the U.S., and addressing these issues through an internetmedium. The Forum was created as an online support system to encour-age leadership development, personal growth and career exploration andmanagement. As the Forum gained momentum, it was apparent that sucha space was needed to help accommodate the needs of what could becalled "absorbing culture shock". Many students traveling from coun-tries in the Arab world were accustomed to conservative traditions andfaced a staggeringly different pace of life when they arrived in the West.Cultural differences, language barriers and homesickness all contrib-ute to massive culture shock for newly arrived students. The need forsocial support to cope with a major cross-cultural transition is vital to themental and physical well-being of a newly arrived immigrant. Likewise,ignoring such transitional difficulties contribute to increased mental,emotional and physical stress (Ward, Bochner, & Furnham, 2001). Whiletraditional sources of support often come from friends, family and ac-quaintances, the internet has offered another source of unexpected solacefor these students. The internet's anonymity allows students who wouldnormally censor their words or thoughts, to freely express their concernsand discuss transitioning into their new environments.

With a growing number of Arab nationals traveling to the West for study,adjusting to life abroad is a growing concern. Thus, when developinga platform for such an audience, a consistent and structurally effectiveonline presence is imperative. Social concerns common to the transi-tional phase must be addressed to build user credibility and to providemaximum impact.

Addressing Culture Shock and Promoting Social UnderstandingWhen adapting to their host countries many international students, in-cluding Arab nationals, face many difficulties. Several Western Euro-pean countries and the U.S. are now dealing with minorities who feeldisenchanted because of their marginalization from society. Difficultissues often arise because of a lack of understanding between cultures.


In order for students to overcome such differences and to live effectivelyin a globalized society, being able to communicate "interculturally" isessential. By definition, "intercultural communication occurs whenevera person from one culture sends a message to be processed by a personfrom a different culture" (Samovar, Porter, & McDaniel, 2009, p. 7-10).Ignoring such an intercultural communication channel for bridging andunderstanding differences between cultures can lead to the notion of the"other". The "other", prior to such exchange between two people, isoften misunderstood and even unaccepted. However, once an exchangeoccurs between two people where differences are explained, there is anew sense of understanding and the "other" is no longer an intimidatingfactor. Understanding each other's differences often levels the exchangebetween individuals and can inspire a much more positive and productiveencounter.

Finding a means of overcoming culture shock is important during thetransitional period for international students, academics and profession-als. Encouraging these individuals to become involved in group activi-ties outside of the direct work environment can help develop personalbonds. Such activities will encourage the individual to practice speakingthe language and gain confidence within a social setting. This can diffusethe pressures often associated with or anticipated within school or workenvironments. Viewing the host culture as an inviting, friendly and safeenvironment can help ease homesickness, and reduce trepidations in-volved with living away from familiar surroundings and known culturalexpectations.

While social interaction is essential to the transition period of interna-tional students or professionals, having a place to turn to voice theirprivate concerns is just as critical. Reaching out to a virtual space, metwith a familiar language and a familiarity of culture can be comforting.International students or professionals can become overwhelmed with thestresses of living away from home. Facing language barriers, being un-prepared for the demands of high paced environment, or experiencing anew-found love in a foreign country can cause major emotional distress.Using a familiar medium such as the internet can be a means of provid-ing a friendly environment to air one's thoughts without feeling restrictedor judged. Again, the anonymity of the internet offers a sense of privacy,giving these individuals a place to vent concerns freely. When concernsare met with a sympathetic and understanding response, fears are oftenquelled and the transition into the host country will follow a predictableand more comfortable pattern. Encouraging a space where individualscan connect on a social level can often speed the learning curve for mostindividuals (Swan, 2005), and the use of the internet to forge such anenvironment is possible as implemented with the Saudi Student Forum.


Forging a New Identity:The Internet and the Arab WorldMass media, including the intemet and social networking is literally rev-olutionizing the Middle East. Information is a powerful tool and is nowavailable in many forms making students, professionals and ordinarycitizens question the status quo (Seib, 2008). Text messages, intemetaccess and satellite television are all communication mediums reachingArab youth. Such tools are often influencing the changing expectationsindividuals have for themselves and their futures. Arab youth havegenerally been pulled between conservative societies on one side and thelure of free societies on the other. This has created a shift in psychol-ogy between older Arab generations who generally were raised to avoidquestioning authority to a new generational mindset, empowered by 21"century technology. The new Arab identity is composed of a desire forpolitical thought and expression, as well as a need to provide for one'sown family. This speaks to the universal desires of human beings to livelife with dignity.

Much attention has been given to the assimilation process during profes-sional and academic transitional phases for individuals living abroad.Yet, a more comprehensive understanding needs to include insights tothe acculturation process. Acculturation balances cultural identity withthe adoption of new traditions from the host country. Not feeling thepressure to give up one's cultural identity while being invited to takethe positives of another culture can help breed a comfortable sense ofbelonging, as well as a comfortable sense of self-acceptance.

Creating an Online Collaborative Learning Structure: A Saudi Fo-rum StudyThe increasing availability of the internet throughout the Arab world,whether in cafes or personal computers, means data and information canreach a wider audience. Theoretically, the internet is limitless. With thatsaid, just because the information is available doesn't necessarily mean itwill be accessed, or put to use. This is why "resourcefulness and criti-cal thinking" are priorities for an individual or organization interested inutilizing the internet at maximum effectiveness (Mayer, 2011). Encour-aging participants of an online community to receive information and tointeract with this information is vital to the success of an organizationand the individual's learning and career development.

One primary goal of the Saudi Student Forum has been to develop asense of leadership among its members through the use of a strategicplan. Such a plan includes fixed objectives and a well defined path lead-ing to goal attainment. Bringing in effective principles from the offlineworld can help shape an organization's online philosophy. The sense


of belonging is equally valued online. When people feel their opinionsmatter and they are being heard, this creates a sense of belonging butalso a sense of ownership and loyalty (Wren, 2005). Bringing individu-als inside the learning and career development paradigm through activeparticipation makes the content more tangible and has a higher chance ofbeing committed to memory for a longer period of time.

Strategic planning has been implemented to create awareness withinthe Forum, signifying the difference between dialogue and argument.Very often, participants of the forum come from an environment whichplaces a higher value for argumentative speech as opposed to cooperativedialogue. Such cooperative dialogue has been encouraged through thediscussion forums where members find a safe space to air their thoughtswithout the notion of pre-judgment. According to the Texas Institute forHealth Policy (2004), there is a powerful shift in psychology when an in-dividual sincerely listens to the opposing side. On the other hand, whenan already pre-determined judgment is made, it is difficult to carry oneffective dialogue. One facet of the Forum has been to encourage opendialogue to shift the mindset from predetermination to a sense of open-minded dialogue. Transitioning from argument to dialogue is a changethat helps lead to better critical thinking skills, which is another facet ofthe Forum. Critical thinking is often the result of "shared learning" expe-riences which offer the opportunity for discussion and the responsibilityfor an individual's own personal learning (Totten, Sills, Digby & Russ,1991).

The Saudi Student Forum has worked to create an environment on thebasis of virtual teamwork. This environment includes administratorsand active members who work together to share tasks, discuss ideas anddeal with the challenges that arise for internationals abroad. This senseof collaborative learning and active participation defines the emergenceof critical thinking (Gokhale, 1995). With this said, it is not enough tosend out the information without measuring its effectiveness. Measuringeffectiveness within the organization is critical in order to gauge membersatisfaction, as well as assess the impact of the organization on its mem-bers (Ryan, Scot, Freeman & Patel, 2000). The Saudi Student Forumhas commonly assessed such performance through surveys and personalinterviews randomly chosen from the pool of its members.

How Technology Boosts Innovation and Young Leadership in theArab WorldThere are glimmers of hope throughout the Arab world with a reemerg-ing innovative spirit which uses new technology to facilitate talent,career development and the entrepreneurial spirit. Granted, these emerg-ing leaders in business are still the minority, but nevertheless it is a sign


of the changing times. Technology is acting as the facilitator connectingeducated individuals to career development opportunities and jobs toimprove their quality of life. One such example is non-profit organi-zation Souktel {www.souktel.org). This is an organization created byyoung people for the emerging younger generation of highly educatedArabs seeking work. It was established in the West Bank to facilitate theconnection between employers and job seekers. With the imposition oftravel restrictions, limited intemet access and limited professional careeradvice across campuses throughout the West Bank and Gaza, Souktel'sinnovative spirit brought into play the use of the mobile device. Sincemany lack internet access, relying on internet cafes instead of personalcomputers connected to the intemet, mobile use is more common. Ac-cording to Souktel (2011), 80 per cent of Palestinian youth have access topersonal cell phone use, making this service effective among young jobseekers. According to Souktel their mission "is to reduce poverty andstimulate economic growth, by developing and delivering mobile phoneservices that give low-income communities the information they need toimprove their lives" (About section, para 1).According to Rory McCa-rthy of The UK Guardian (2009), this organization is moving toward itsmission not only by connecting job seekers with employers via mobilephone, but also coordinating humanitarian assistance in areas of need.This is an example of how technology and information, when properlycoordinated, can change lives.

A growing trend throughout the Arab world is the use of job seeker web-sites. These websites geared toward the Arab region are trending towardthe facilitation of intra-regional migration as seen during the oil boom inthe GCC. However, the GCC is now a much different area with a needof highly skilled workers for a growing "knowledge-based society" in theregion. This means competition for intra-regional migration is strongerthan before with competitive positions for highly-skilled educated work-ers.

Technology's Impact on Education and Career Development OptionsThe use of e-learning is a new phenomena reaching across the Arabworld. Hamdan Bin Mohammed e-University (HBMeU), {www.hbmeu.acae), is the first accredited online university in the Arab world. Thisonline university offers non-degree track programs, undergraduate,graduate and post-graduate degrees. All of these programs are accessiblethrough the intemet, thus creating new opportunities for individuals whomay have previously been unable to attend a traditional university set-ting. This includes working professionals and women across the regionthat may otherwise be restricted due to cultural barriers. The chancel-lor of the university. Dr. Mansoor Al Awar (2011), recently discussed


this novel approach of learning at The Second International Conferenceon e-Learning and Distance Education in Saudi Arabia. According toDr. Awar, technology will be used to transform traditional educationmethods, making quality education accessible to all people in differentsegments of society with the use of e-learning. Furthermore, this newtechnology will help transform an ill-equipped educational system intoone that incorporates strategic planning, opens communication channelsbetween the financial markets, and meets student needs by providing asmooth transition to the workplace.

Acknowledging the difficulties of integrating e-learning into Arab soci-ety. Dr. Awar noted its novelty and non-recognition by other Arab nationsof certificates from an e-learning institute. However, with time and edu-cational campaigns explaining the importance and impact of e-learning,this form of education will become more accepted and widespread.Another online tool for students and young professionals across theMiddle East is the Bluefilez Network, (www.bluefilez.com). This takesthe online networking concept further by creating an online space forstudents seeking information, as well as young professionals seekingcareer development opportunities together in one space. This innovativenetwork is designed to develop with the student, beginning with collegeplacement through job placement after graduation.

In addition to an emerging trend and acceptance of e-learning is thegrowing IT sector in the Arab world. According to Arab NewsIT Sector Could Create More Johs for Saudi Women (Abdullah,2011), the need of this industry for independent work with only a com-puter and internet connection to get tasks done, opens the door for morefemale employment in Saudi Arabia. This will help empower womenwith a source of personal income.

Acknowledging the AHDR (UNDP, 2002), knowledge, political freedomand the empowerment of women is essential to end the economic stagna-tion across the Middle East. As seen within this assessment, there areseveral positive attributes that have materialized since the report. Mostof these efforts have been facilitated by the use of either the internet orsome other technology such as the mobile phone. E-learning is grow-ing with a number of institutions being established to offer educationaland professional development services, and Bluefilez and HBMeU areexemplary models. Such developments help address the needs for highlyskilled workers in a fiercely competitive global economy. The mobilephone has been used to connect job seekers with employers in the MiddleEast, as seen with Souktel. This offers a web of connectivity regardlessof political instability or even cultural barriers for young, female jobseekers.


Political freedoms have also been a form of development in the Arabworid. 2011 has seen a lot of political change in the region which hasbeen spearheaded by the use of technology. The political situation hasbeen changing rapidly across the region, with youth using the internetand social media to facilitate such change.

A growing number of jobs can be performed with a computer and inter-net access. Such flexibility and the growing need to meet positions in theIT field will potentially mobilize a larger female workforce throughoutthe Arab world. With this said, technology speaks to the three majoreconomic impediments that the Arab world has been facing for severaldecades according the AHDR. As a career development professional,it is not a matter of whether or not technology has influenced the Arabworld on several levels including career development, education andculture, but rather how to utilize such technology effectively.

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About the AuthorKhaleel Alyahya, PhD, MEd, is an assistant professor at King SaudUniversity College of Medicine. He is also the founder and president ofSaudi Student Forum, the Global Saudi Student Organization Abroadwhich fosters leadership development and organizational change. Heearned certificates in Adult Education & Training, TESL, Business Mar-keting, NLP and Peer Consultation. Starting in 2003, he was presidentof the Muslim Student Association at Colorado State University [CSU]for three years. He played a significant role in building a new vision andmission of the organization that enabled MSA to win several awards.He was elected in 2005 to lead the Saudi Student House in Fort Collins,Colorado for three years. He served on several committees at CSU thathelped to enhance the diversity in the university. He was recognized asone of the potentially most influential Saudi students in the United States.He received several awards and recognitions, including outstandinggraduate student and outstanding volunteer student. Through the SaudiStudent Forum, he played a critical role in talking to potential Saudistudents coming to the United States. He has helped CSU to become oneof the leading institutions in the United States regarding the number ofSaudi students on campus. Communication, connection and commitmentare the three important factors of his success. A recent project of his iseditorship of a new career development magazine—a new resource incareer success and development, to be available to Saudi students abroad,in order to enhance their skills and improve their opportunities. Personalconsultation, articles and private training are three items that have beenadded to this resource. Contact him as follows:Khaleel Alyahya, PhD, MEd, Assistant Professor and ConsultantKing Saud University College of MedicineP. O. Box #2925, Riyadh 11461, SAUDI ARABIA+96614671499e-mail: [email protected]


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TECHNOLOGICAL IMPACT on CAREERS, EDUCATION and …