Government institutions regularly carry out research in language policy and educational standards (Tollefson, 1991; Eggington and Wren, 1997; Wodak and Carson, 1997; Jalal, 2004). These and other studies by academic communities and/or government institutions are easy to access. These studies are primarily quantitative. It is on the basis of such reports that academics criticize or highlight issues or even suggest improvements, but very few qualitative studies are undertaken (Creswell, 2003; Holliday, 2007). The main focus of this research was to delineate and map out the dynamics of acceptance/rejection of Western cultural values among ESL learners. There have been very few research studies into the Pakistani educational system, specifically higher educational institutions (Abbas, 1993; Malik 1996; Rahman 2001), and those that have are predominantly quantitative studies (Mansoor, 1993, 2005;
Rahman, 1993, 1996; Kazim and Bilal, 2012).
Bearing in mind that the subject matter and scope of the research involved “an interpretive, naturalistic approach” (Denzin and Lincoln 1998: 3), a qualitative case study method was deemed most appropriate. Glesne (1999:5-6) suggests that reality is socially constructed and the variables interwoven, thus the focus of the qualitative paradigm should be in-depth and interpretive rather than statistical.
According to Yin (1994:13), the case study method is best suited to “investigate a contemporary phenomenon within its real-life context” such that “the boundaries between phenomenon and context are not clearly evident”. Merriam also points out that a case study approach is employed,
....when description and explanation (rather than prediction based on cause and effect) are sought, when it is not possible or feasible to manipulate the potential causes of behaviour, and when variables are not easily identified or are too embedded in the phenomenon to be extracted. (1988:7)
Given the research focus and context, a revelatory case study approach (Yin, 1994:40), drawn from a qualitative research paradigm, was chosen.
Furthermore, this approach was reinforced during the design of the theoretical
framework. It was clearly evident that the fundamental components (people, things, events, context and relationships) essential to the presentation of the case study (Tripp, 1994:20-28) were central to the research methodology.
As mentioned previously, this research draws on material collected from two universities (Apex and Rise) as case studies. Apex constituted an in-depth case study, whereas Rise was a complementary case study. The latter research was undertaken on the basis that it would assist in triangulating the findings and validating the results, hence confirming or negating the findings of the Apex case study. This is in line with Marshall and Rossman, who state that qualitative research methods should have “flexibilities in the overall research design, so that site and sample selection can respond to increasingly refined research questions” (1989:26). And as case studies are in-depth explorations, with intensive “concentration on a particular case…studied in its own right”, the
“importance of the context or setting is also worth highlighting” (Robson, 2002:179).
These case studies focus on higher educational institutions that are privately owned, teach similar courses, use similar texts, and are seen to be catering to an ever-growing local demand for higher degrees that are pathways to economic freedom. The similarity seems to end here, as both institutions are vastly different in how they are administered.
Below is a comparison between the two universities. It can be seen from the data that Apex has much higher fees, more than double those of Rise.19 Information gained from informal interviews with administrative staff from both universities suggests that the actual fees are much higher than the fees posted on the websites of these educational institutions. Nevertheless, the fees posted on respective websites suggest that students enrolled in these institutions have a specific socioeconomic background, which has a direct impact on not only the type of institution and quality of the courses offered, but also the data collected from the participants in this research. The table below presents information on
19 The information in the table and annual fee figures have been taken from Strategic Changes in Graduate Business Schools of X, Pakistan: A complete makeover by Saba Rana, presented at the 8th Global Conference on Business and Economics in Florence, Italy, October 2008 as well as verbal
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both institutions obtained in 2004-2005. Since then, the two institutions have significantly grown, both in student numbers and degrees offered across a larger range of disciplines. At the time this research was undertaken, Arts and Social Studies departments were merged and very few English language courses were taught at Apex University. Rise University had an Arts department, and English language courses were taught as optional subjects.
Table 4.2 Comparison of research sites
UNIVERSITY Total degree programs
offered
Total depart ments
Total full- time English/E
SL staff
Total students
on- campus
Semester fees in (Rs.) & AUD
2004-2005
Apex 9 8 28 4000 Rs.785,000
(A$ 13,000)
Rise 5 2 26 2670 Rs.356, 000
(A$ 5900)
According to Tripp (1994:34), data is not gathered, but created. Hence the data for this research was created by collecting a range of documentary evidence such as course materials, observations, journal and semi-structured interviews with staff and students. The case study method helped focus on the responses and opinions of both teachers and learners on the process of acculturation. The participants were selected from a cross-section of both undergraduate and postgraduate students and staff who were teaching them, as well as executive members of the university management and even visiting professors from other universities.
The table below shows the types of data collected from both institutions. Apex University was the primary case study. From this study, the following was obtained: teaching materials, interviews with students and staff, non- participatory classroom observations and group interviews. The problems that arose during fieldwork motivated a second case study at Rise University that triangulated emerging themes.
Table 4.3 Comparisons of Apex and Rise Universities
TYPE OF DATA COLLECTED APEX UNIVERSITY RISE
UNIVERSITY
Number collected Number collected
CURRICULUM MATERIALS
OBSERVATIONS OF INSTITUTION
CLASSROOM OBSERVATIONS 7
INTERVIEWS – STAFF 8
INTERVIEWS – STUDENTS 25
GROUP INTERVIEWS – STAFF 1 x 4 staff
117 GROUP INTERVIEWS –
STUDENTS
3 x 3
students
RESEARCH JOURNAL
QUESTIONNAIRES 27
INFORMAL INTERVIEWS 21 5
The second case study included data collection from two classes comprising 25 students in total. Human Research Ethics approval was obtained for both case studies and all data included in the analysis was subject to a process of obtaining informed consent. The next two sections introduce the research sites, their participants and the data collected.