Table Of ContentUnderstanding Private Higher Education in Saudi Arabia
- Emergence, Development and Perceptions
Yussra Jamjoom
Thesis submitted to
Institute of Education
University of London
for the degree of Doctor of Philosophy
September, 2012
Abstract
This thesis looks into the factors underlying the emergence, development, and
understandings of private higher education in Saudi Arabia from three perspectives. The
first perspective is regional-historical, from which I examine the rise and growths of the
private sector from a regional and historical point of view. The second perspective is
institutional, from which I examine the perceptions of private higher education among
different groups of stakeholders in comparison to its counterpart, the public sector,
through three different phases of private higher education provision: 1)the entry point
2) the experience stage and 3) the exit to the job market. The third perspective can be
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the private sector and the wider political environment, and also the use of the English
language in private higher education provision: how it presents itself as both a challenge
and benefit for various stakeholders of it.
My analysis leads to a conclusion that the private sector is a necessary complement to a
public one, which not only lacks the capacity but also is being challenged by many
fronts. The public sector was found to fall short in meeting quantitative and qualitative
demands for higher education. The sector of private higher education in Saudi Arabia is
(cid:73)(cid:82)(cid:88)(cid:81)(cid:71)(cid:3) (cid:87)(cid:82)(cid:3) (cid:83)(cid:85)(cid:82)(cid:89)(cid:76)(cid:71)(cid:72)(cid:3) (cid:182)(cid:80)(cid:82)(cid:85)(cid:72)(cid:183)(cid:3) (cid:82)(cid:83)(cid:83)(cid:82)(cid:85)(cid:87)(cid:88)(cid:81)(cid:76)(cid:87)(cid:76)(cid:72)(cid:86)(cid:3) (cid:87)(cid:82)(cid:3) (cid:75)(cid:76)(cid:74)(cid:75)(cid:72)(cid:85)(cid:3) (cid:72)(cid:71)(cid:88)(cid:70)(cid:68)(cid:87)(cid:76)(cid:82)(cid:81)(cid:15)(cid:3) (cid:3) (cid:87)(cid:82)(cid:3) (cid:75)(cid:68)(cid:89)(cid:72)(cid:3) (cid:182)(cid:71)(cid:76)(cid:73)(cid:73)(cid:72)(cid:85)(cid:72)(cid:81)(cid:87)(cid:183)(cid:3)
(cid:70)(cid:75)(cid:68)(cid:85)(cid:68)(cid:70)(cid:87)(cid:72)(cid:85)(cid:76)(cid:86)(cid:87)(cid:76)(cid:70)(cid:86)(cid:3)(cid:73)(cid:85)(cid:82)(cid:80)(cid:3)(cid:87)(cid:75)(cid:72)(cid:3)(cid:83)(cid:88)(cid:69)(cid:79)(cid:76)(cid:70)(cid:3)(cid:86)(cid:72)(cid:70)(cid:87)(cid:82)(cid:85)(cid:15)(cid:3)(cid:79)(cid:72)(cid:68)(cid:71)(cid:76)(cid:81)(cid:74)(cid:3)(cid:76)(cid:87)(cid:3)(cid:87)(cid:82)(cid:3)(cid:69)(cid:72)(cid:3)(cid:83)(cid:72)(cid:85)(cid:70)(cid:72)(cid:76)(cid:89)(cid:72)(cid:71)(cid:3)(cid:68)(cid:86)(cid:3)(cid:182)(cid:69)(cid:72)(cid:87)(cid:87)(cid:72)(cid:85)(cid:183)(cid:3)(cid:87)(cid:75)(cid:68)(cid:81)(cid:3)(cid:87)(cid:75)(cid:72)(cid:3)
public sector.
Overall, this research is of a qualitative nature. For the regional-historical perspective, I
use a wide range of literature and second-hand data. For the institutional perspective, I
make use of empirical data collected from my fieldwork, which is also used for
discussions in the third dimension along with government policy documents.
Based on the overall findings of this research, tentative recommendations are made for
the future development of Saudi private higher education.
1
Acknowledgements
I would like to extend my sincere appreciation and gratitude to God and to all those
who encouraged and assisted me in this monumental task. Completion of this journey
would not have been possible without God, my supervisors, the prayers and support of
my family and friends. They were all incredibly supportive to me as I tackled this
endeavor. Their presence in my life has enabled me to grow intellectually, emotionally,
and spiritually. These few words are not enough to express my deep appreciation.
I would like to thank my supervisors Dr. Paul Temple, Dr. Vincent Carpentier, and
Prof. David Watson for their academic support and advices.
Special thanks goes to prof Levy, a distinguished professor at university of Albany and
the director of PROPHE (program for research on private higher education);; who
despite of his busy schedule and obligations was generous enough with me. He has
given me his full attention, encouragement, suggestions, and guidance throughout my
research journey
I would like to express my special gratitude to my father and mother who were
instrumental in my pursuit of this degree. They have set such a solid foundation in my
life from which I have grown. I am also deeply grateful to my lovely siblings, who
without their love and (cid:88)(cid:81)(cid:71)(cid:72)(cid:85)(cid:86)(cid:87)(cid:68)(cid:81)(cid:71)(cid:76)(cid:81)(cid:74)(cid:3)(cid:44)(cid:3)(cid:90)(cid:82)(cid:88)(cid:79)(cid:71)(cid:81)(cid:183)(cid:87)(cid:3)(cid:75)(cid:68)(cid:89)(cid:72)(cid:3)(cid:68)(cid:70)(cid:70)(cid:82)(cid:80)(cid:83)(cid:79)(cid:76)(cid:86)(cid:75)(cid:72)(cid:86)(cid:3)(cid:80)(cid:92)(cid:3)(cid:72)(cid:71)(cid:88)(cid:70)(cid:68)(cid:87)(cid:76)(cid:82)(cid:81)(cid:68)(cid:79)(cid:3)
goals. I am forever indebted for their love and enduring support and patience.
I am also thankful to my cousins, uncles, aunts and friends. They have been a source of
blessing and support throughout my educational journey.
(cid:44)(cid:3)(cid:90)(cid:82)(cid:88)(cid:79)(cid:71)(cid:3)(cid:79)(cid:76)(cid:78)(cid:72)(cid:3)(cid:87)(cid:82)(cid:3)(cid:87)(cid:75)(cid:68)(cid:81)(cid:78)(cid:3)(cid:80)(cid:82)(cid:86)(cid:87)(cid:3)(cid:86)(cid:76)(cid:81)(cid:70)(cid:72)(cid:85)(cid:72)(cid:79)(cid:92)(cid:15)(cid:3)(cid:54)(cid:68)(cid:88)(cid:71)(cid:76)(cid:3)(cid:36)(cid:85)(cid:68)(cid:69)(cid:76)(cid:68)(cid:183)(cid:86)(cid:3)(cid:48)(cid:76)(cid:81)(cid:76)(cid:86)(cid:87)(cid:85)(cid:92)(cid:3)(cid:82)(cid:73)(cid:3)(cid:43)(cid:76)(cid:74)(cid:75)(cid:72)(cid:85)(cid:3)(cid:40)(cid:71)(cid:88)(cid:70)(cid:68)(cid:87)(cid:76)(cid:82)(cid:81)(cid:3)(cid:73)(cid:82)(cid:85)(cid:3)
granting me a scholarship pursue my postgraduate degree in the UK.
Finally, I am grateful to all participants who helped me make this study possible.
2
TABLE OF CONTENT
ABSTRACT 1
ACKNOWLEDGEMENTS 2
LIST OF FIGURES 6
LIST OF TABLES 6
LIST OF APPENDICES 6
PART I 8
CHAPTER 1 9
INTRODUCTION 9
RESEARCH BACKGROUND 9
HIGHER EDUCATION IN THE 20TH CENTURY 10
THE GROWTH OF PRIVATE HIGHER EDUCATION WORLDWIDE 11
PRIVATE HIGHER EDUCATION IN THE ARAB WORLD 14
ORIGINS OF SAUDI PRIVATE HIGHER EDUCATION 15
RESEARCH QUESTIONS 17
PERSONAL PERSPECTIVE 18
CONCEPTUAL FRAMEWORK 19
CONTRIBUTION TO KNOWLEDGE 21
LIMITATIONS 22
STRUCTURE OF THE THESIS 23
CHAPTER 2 25
UNDERSTANDING PRIVATE HIGHER EDUCATION 25
DEFINING PRIVATE HIGHER EDUCATION 25
FUNDING 28
OWNERSHIP AND GOVERNANCE 29
ORIENTATION 32
FUNCTIONS AND ROLES: (cid:858)(cid:24)IFFERENT(cid:859)(cid:853) (cid:858)(cid:17)ETTER(cid:859)(cid:853) AND (cid:858)(cid:68)ORE(cid:859) 35
GOVERNANCE: PRIVATE HIGHER EDUCATION AND THE STATE 39
CONCLUSION 42
PART II 43
CHAPTER 3 43
THE SAUDI ARABIAN CONTEXT 43
THE ISLAMIC STATE 43
DEMOGRAPHICS 46
THE SAUDI ECONOMY 48
THE ECONOMY AND THE FIVE YEAR DEVELOPMENT PLANS 50
THE SAUDI LABOUR MARKET 53
UNEMPLOYMENT AMONG SAUDI NATIONALS 55
WOMEN(cid:183)S PARTICIPATION IN THE LABOUR MARKET 56
CONCLUSION 59
3
CHAPTER 4 61
HIGHER EDUCATION IN SAUDI ARABIA 61
- EMERGENCE, DEVELOPMENT AND CHALLENGES 61
ORIGINS OF EDUCATION IN SAUDI ARABIA 61
STRUCTURE OF THE GENERAL EDUCATION SYSTEM 63
HIGHER EDUCATION IN THE KINGDOM OF SAUDI ARABIA 66
SUPPLY AND DEMAND CHALLENGES IN HIGHER EDUCATION: THE CONTRIBUTION OF THE PRIVATE
SECTOR 75
ENROLMENT IN THE SAUDI PRIVATE SECTOR 83
CONCLUSION 87
CHAPTER 5 89
RESEARCH METHODOLOGY 89
RESEARCH PARADIGM 89
LOCATING THE STUDY/SELECTING THE PARTICIPANTS 91
SAMPLING TECHNIQUES 93
PILOT STUDY 95
METHODS OF DATA COLLECTION 96
DATA ANALYSIS 103
VALIDITY AND RELIABILITY 107
ETHICAL CONSIDERATIONS 110
CONCLUSION 112
PART III 113
THE INSTITUTIONAL DIMENSION 113
CHAPTER 6 114
ENTRY TO PRIVATE HIGHER EDUCATION 114
ADMISSION REQUIREMENTS 114
THE ELITES? OR THE UNDERACHIEVERS? 115
THE NON-SAUDIS 121
SUBJECT CHOICES 123
CONCLUSION 132
CHAPTER 7 133
EXPERIENCES OF PRIVATE HIGHER EDUCATION 133
(cid:886)TEACHING, LEARNING, AND BEYOND 133
TEACHING AND LEARNING 133
CLASS SIZE AND (cid:182)(cid:54)PECIAL ATTENTION(cid:183) 137
ASSESSMENT: THEY ARE NOT ALL GOOD! 142
EXTRACURRICULAR ACTIVITIES 145
CONCLUSION 152
CHAPTER 8 153
THE EXIT PHASE 153
-‐ PRIVATE HIGHER EDUCATION AND GRADUA(cid:100)(cid:28)(cid:94)(cid:859)(cid:3)(cid:28)(cid:68)(cid:87)(cid:62)(cid:75)(cid:122)(cid:4)(cid:17)(cid:47)(cid:62)(cid:47)(cid:100)(cid:122) 153
HIGHER EDUCATION AND GRADUATES(cid:859) EMPLOYABILITY 155
RELEVANCE AND LINKAGE TO THE LABOUR MARKET 159
4
PRACTICAL LEARNING AND STRUCTURED WORK EXPERIENCE 160
STRUCTURED WORK EXPERIENCE 163
CAREER CENTRE AND STUDENTS(cid:183) CONNECTIONS 168
THE PROFESSIONALISM OF THE GRADUATES 173
CONCLUSION 176
SUMMARY FOR PART III 178
PART IV 182
A BIGGER PICTURE 182
CHAPTER 9 183
ENGLISH AS A MEDIUM OF INSTRUCTION 183
ENGLISH AND THE REGIONAL CONTEXT 183
THE ENTRY PHASE : STUDENTS(cid:183) CHOICE AND ACCESS 186
THE EXPERIENCE PHASE: TEACHING AND LEARNING 190
THE FACULTY RECRUITMENT CHALLENGE 195
THE LABOUR MARKET CHALLENGE 200
CONCLUSION 204
CHAPTER 10 205
PRIVATE HIGHER EDUCATION AND THE STATE 205
THE RELUCTANT STATE 207
THE CONTROLLING STATE: LICENSING AND REGULATIONS 211
THE STATE(cid:183)S FINANCIAL SUPPORT TO PRIVATE HIGHER EDUCATION 221
INTERNAL SCHOLARSHIPS 224
CONCLUSION 228
CHAPTER 11 229
CONCLUDING THOUGHTS 229
APPENDICES 260
REFERENCES 280
5
List of Figures
Figure 1: Saudi Population Percentages by Gender and Age Group:2009 47
Figure 2: Education System of the Kingdom of Saudi Arabia 65
List of Tables
Table 1: Perspectives for understanding private Higher Education 27
Table 2: Saudi and Non-Saudi Workforce Distribution(cid:179)Public and Private Sectors 53
Table 3: Manpower Structure by Occupation and Nationality 54
Table 4: Saudi Higher Education Institutions 1961-2012 69
Table 5: Higher Education Enrolment Numbers: 1969-2005 77
Table 6: Public Higher Education Absorption Capacity 78
Table 7: Supply-Demand: Expected Gap 80
Table 8: Saudi Private Higher Education Institutions 2000-2012 82
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Table 10 : Enrolment in Private Higher Education Institutions 86
Table 11: Enrolled students Studying Abroad 2009 87
Table 12: Participants by Stakeholder Category 94
Table 13: Summary of Research Methods/Purpose 97
List of Appendices
Appendix (1): Partial list of New Universities and Colleges in the Gulf 261
Appendix( 2): New Universities and Their Affiliations 263
Appendix (3): Informed Consent Form 275
Appendix (4): Majors Offered by Private Higher Education Institutions 276
Appendix ( 5): Proportional Distribution of All Higher Education Graduates by Majors 278
Appendix (6): Percentage of Majors offered by Private Higher Education Institutions 279
6
Declaration and Word Length
I hereby declare that this thesis has not been submitted either in the same or different
form, to this or any other University for a degree. I also declare that, except where
explicit attribution is made, the work presented in this thesis is entirely my own. The
word length of this thesis (inclusive of table and figures, and exclusive of bibliography
and appendices) is: 81,971 Words.
7
PART I
8
Chapter 1
Introduction
In this opening chapter of my thesis, I shall begin with a brief historical review of the
rise, the development and the growth of the private higher education sector. I shall
then discuss the rise of private higher education in the Middle East, and in particular,
Saudi Arabia, in order to familiarise my readers with the regional context of private
higher education. Then I shall present my research questions in this regard and also the
conceptual framework and the structure of this thesis. However, at this point, allow me
to briefly elaborate on the immediate background of this research.
Research Background
Though private higher education has been common worldwide for many decades, it was
only in 1998 that the first such institutions were permitted to open in the Kingdom of
Saudi Arabia. Also, there are few works on Saudi private higher education. Therefore,
this thesis makes its unique contribution through an examination of the factors that
have contributed to the emergence and the development of the private sector. In doing
so, this study also investigates the extent to which this sector is distinct from its
counterpart, the public sector.
The public sector was found to fall short in meeting quantitative and qualitative
demands for higher education. The demand on higher education has been beyond the
capacity of the public sector. Stakeholders perceive differences between public and
private higher education. The private sector is seen to offer higher quality education in
terms of teaching, learning, and extracurricular activities, etc. The private sector is also
(cid:86)(cid:72)(cid:72)(cid:81)(cid:3)(cid:87)(cid:82)(cid:3)(cid:76)(cid:80)(cid:83)(cid:85)(cid:82)(cid:89)(cid:72)(cid:3)(cid:74)(cid:85)(cid:68)(cid:71)(cid:88)(cid:68)(cid:87)(cid:72)(cid:86)(cid:183)(cid:3)(cid:72)(cid:80)(cid:83)(cid:79)(cid:82)(cid:92)(cid:68)(cid:69)(cid:76)(cid:79)(cid:76)(cid:87)(cid:92)(cid:3)(cid:69)(cid:72)(cid:70)(cid:68)(cid:88)(cid:86)(cid:72)(cid:3)(cid:82)(cid:73)(cid:3)(cid:87)(cid:75)(cid:72)(cid:3)(cid:73)(cid:72)(cid:68)(cid:87)(cid:88)(cid:85)(cid:72)(cid:86)(cid:3)(cid:68)(cid:69)(cid:82)(cid:89)(cid:72)(cid:3)(cid:68)(cid:86)(cid:3)(cid:90)(cid:72)(cid:79)(cid:79)(cid:3)(cid:68)(cid:86)(cid:3)(cid:76)(cid:87)(cid:86)(cid:3)
emphasis on practical class assignments and internships which link graduates more
directly with the labour market. Although still only a small part of total enrolment, the
private sector also provides access to some students who cannot gain admission to the
public universities. The Government is found to have a major role on the emergence of
the private sector - no private institution existed before its formal invitation to the
9
Description:Understanding Private Higher Education in Saudi Arabia. - Emergence, Development and Perceptions. Yussra Jamjoom. Thesis submitted to. Institute of Education. University of London for the degree of Doctor of Philosophy. September, 2012
