In this paper, I investigate the introduction of biometric technology, specifically fingerprint scanners, for the purposes of managing faculty members’ working hours at a higher education institution (HEI) located in the Middle Eastern Gulf States. Utilizing semi-structured interviews to collect qualitative data, three expatriate teachers of English discussed their experiences before and after management installed the fingerprint scanners, discussing the influence such a change has on their professional identities and the additional impacts on their teaching, their identification with the institution, and the overall culture of the HEI. The results show that the existence of the fingerprint scanners adversely affects the teachers’ professionalism, but the greater issue for the participants is the dynamic between faculty and management: in this case, characterized by one-directional communication from the administration and a lack of voice for teachers in decision-making.


culture, expatriate, higher education, managerialism, semi-structured interviews, teacher professionalism, TESOL

Author Bio(s)

David Knott has been teaching English for over fifteen years in both Europe and the Middle East. He recently completed a doctorate at the University of Exeter. His research interests include cross-cultural teaching, new-faculty induction, and teacher cognition. Please direct correspondence to davidleeknott@hotmail.com.

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Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.





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