Female Emirati graduates and the multicultural, mixed gender workplace

Abstract

PurposeThe purpose of this paper is to examine differences in team‐related behaviours, skills, attitudes and values on the part of female Arab students with different educational experiences.Design/methodology/approachA survey instrument was administered to two female Arab student groupings: one from a single‐gender, single‐nationality university (n=77), the second from a co‐educational, mixed nationality university (n=41). Based on a literature review, respondents were asked to recall their most recent team experience and respond to a number of items relating to team member demographics, team performance and individual team‐related behaviours and attitudes.FindingsThe findings show significant differences between the two groups in relation to individual behaviours and attitudes to teamwork, and in reports of team performance. Those students working in homogenous teams reported healthier levels of team performance, and a more positive attitude to working in teams. However, they were also found to be significantly more likely to engage in behaviours detrimental to effective team functioning, such as hiding true voice and changing views to accommodate the team, and expressed lower preference for working in heterogeneous teams.Practical implicationsGiven the multi‐cultural and mixed gender nature of (much of) the workplace within the Gulf region, and government policy aimed at increasing the number of females active in the workforce, the observed differences in team behaviours and attitudes have implications for both education policy and the development of teamworking skills, and workplace management, in terms of employee recruitment, selection and placement, socialisation and training.Originality/valueFemales are playing an increasing role in the workforce of many Arab nations. However, to date little research has been carried out into the work‐related values and attitudes of Arab females. This is especially so in the area of working in multi‐cultural and mixed gender teams. The present paper helps address this gap.