Date of Award

5-2025

Document Type

Dissertation

Degree Name

Doctor of Education in Educational Leadership

Department

Educational Leadership and Technology

First Reader/Committee Chair

Dr. Fiene, Jay.

Abstract

The experiences of Saudi female scholars returning from abroad remain underexplored. This study investigates how Saudi women in higher education institutions readjust and reintegrate into professional and cultural environments after completing doctoral studies in the United States. Using a narrative approach informed by transformational learning theory (TLT), it examines reverse culture shock and the coping mechanisms employed by these women. Five female participants from various Saudi institutions were interviewed in semi-structured sessions lasting 30 to 60 minutes. Thematic analysis revealed five key themes: Cultural Readjustment, Professional Reintegration, Family and Social Dynamics, Personal Transformation, and Coping Strategies. The findings underscore the challenges faced by participants, including resistance to change within their institutions and a lack of systemic support for knowledge transfer. Despite returning with transformed identities and fresh perspectives, they encountered barriers such as rigid systems and uncooperative colleagues. The study highlights the importance of developing tailored programs to support returning scholars, aiding them in navigating reintegration, managing reverse culture shock, and fostering collaboration. Gradual efforts to introduce change, coupled with environments resembling those abroad, facilitated smoother transitions for the participants. This research provides valuable insights into the transformative experiences of Saudi female returnees and emphasizes the critical role of systemic support in leveraging their potential to advance Saudi higher education.

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