Mission Differentiation in Higher Education between Teaching and

Transcription

a peer-refreed, bi-annual journal
a peer-refreed, bi-annual journal
Issue No.10 - Muharram 1435 aH - Nov. 2013
Issue No.10 - Muharram 1435 aH - Nov. 2013
PERSPECTIVES
PERSPECTIVES
ONON
- Mission
- Mission
Differentiation
Differentiation
in Higher
in Higher
Education
Education
between
between
Teaching
Teaching
and
and
Research
Research
RESEaRCH
RESEaRCH
- Enabling
- Enabling
activation
activation
mechanisms
mechanisms
to achieve
to achieve
quality
quality
performance
performance
at at
thethe
University
University
of Princess
of Princess
Noura
Noura
bintbint
abdul
abdul
Rahman
Rahman
- Problems
- Problems
of parallel
of parallel
education
education
in Tibah’s
in Tibah’s
university
university
from
from
thethe
students
students
perspectives
perspectives
- alternatives
- alternatives
of Government
of Government
Financing
Financing
forfor
Higher
Higher
Education
Education
in the
in the
Kingdom
Kingdom
of Saudi
of Saudi
arabia
arabia
RESEaRCH
RESEaRCH
PROjECTS
PROjECTS
- Models
- Models
That
That
Link
Link
University’s
University’s
Branches
Branches
With
With
Their
Their
Mother
Mother
University
University
In Some
In Some
Countries:
Countries:
a Proposed
a Proposed
Model
Model
forfor
Saudi
Saudi
Universities
Universities
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The Saudi Journal of Higher Education
A Peer-refereed, bi-annual Journal
Published by : Center for Higher Education Research and
Studies (CHERS) Ministry of Higher Education, Saudi Arabia
© Center for Higher Education Research and Studies, Ministry of Higher Education 2013
This journal is copyright. All rights reserved. Except for legitimate
non-commercial educational use, no part of this publication may be
reproduced or communicated in any form or by any means without
the written permission of the Journal Editor-in-Chief
Deposit Ref: 47 / 1424 Date 2 / 1 / 1424 H
ISSN : 1658 - 1113
The authors are responsible for the choice and the presentation of the facts contained in this Journal and for the
opinions expressed therein, which are not necessarily those of CHERS nor the Ministry of Higher Education
Supervisor
Dr. Khalid M. Al-Ankary
Minister of Higher Education
Contents
PREFACE
Deputy Supervisor
Dr. Abdulhalem A. Mazi
Director, CHERS
7
PERSPECTIVES ON :
•
Mission Differentiation in Higher Education between
Teaching and Research
11
Prof. Mahroos Ahmad Al-Ghabban
Prof . Mohammed M. Al-Hamid
Al-Imam Muhammed Ibn Saud Islamic
University
Dr. Husam Abdulwahab Zaman
•
Mission Differentiation in Higher Education between
39
Prof. John C. Weidman
•
•
Prof .Mahroos A. Al-Ghabban
Taibah University
Prof . Saleh A. Al-Nassar
King Saud University
RESEARCH
•
Editorial Board
Prof . Abdulrahman A. Sayegh
)Editor-in-Chief(
Prof . Amal M. Al-Shaman
King Saud Univeristy
Enabling activation mechanisms to achieve quality
performance at the University of Princess Noura bint
Abdul Rahman
47
Problems of parallel education in Taibah’s university
from the students perspectives
49
Alternatives of Government Financing for Higher
Education in the Kingdom of Saudi Arabia
51
Prof . Fatimah M. Al-Oboudi
Princess Nourah Bint Abdulrahman
University
Dr. Abdullah H. Al-Khalaf
Al-Imam Muhammed Ibn Saud
Islamic University
RESEARCH PROJECTS
•
Models That Link University’s Branches With Their
Mother University In Some Countries: A Proposed Model
for Saudi Universities
55
Associate Editor
Dr. Majda I. Al-Jaroudi
Secretary
Arwa S. Al-Ruhaimi
Language editor
Hmood A. Al-Salamah
Designer
Eng. Jamal E. Mashali
Contact Us
E-mail: [email protected]
www.chers.edu.sa
Preface
The Kingdom of Saudi Arabia has recently celebrated its 83rd anniversary
in the memory of its foundation and unification by the founder King Abdullaziz
bin Abdurrahman, may Allah bless his soul. As we cherish this most important
national event, it is an opportunity for an evaluative reflection on the
developmental achievement that has been accomplished in different sectors
and particularly in the educational sector and higher education to be specific.
In 1936, the Kingdom witnessed the first higher education institution with the
establishment of Scholarship Preparatory school in Makah aiming to prepare
students to pursue their higher education abroad. With the return of first patch of
this program, Share’a College and Teacher Education College were established
in 1949 and 1952 respectively. These two initial steps were the milestones for the
development of this sector over the last eight decades. Recently, two mage projects
were initiated to presume those steps and to revive the sectors: King Abdullah’s
project for Higher Education Development, and King Abdullah Scholarships
program. The main goals for these projects are strengthening innovation and
diversity among universities, and expanding equal opportunities for all citizens to
enroll in higher education institutions. The number of universities has expanded
dramatically, from 8 universities (all public and concentrated in big cities) in
1995, to 35 public and private universities all over the Kingdom with its different
amenities of colleges, institutes and research centers. This expansion has its great
effect on the development of local communities across the Kingdom.
Accomplishing these strategic goals is the responsibility of what commonly
called the “Strategic Trinity”: The Higher Education Council, The Ministry
of Higher Education, and the universities. Their collaborative efforts focus
on developing the integrity of higher education sector, reforming its structure
and organization, improving the quality of its research and teaching functions,
differentiating its institutional missions and academic programs, and diversifying
its financing and budgeting approaches. All these developmental efforts are
conducted according to international standards and benchmarks, with deployment
of national and international cooperation and partnership.
This current issue of Saudi Journal for Higher Education elaborates on
this “strategic partnership for development” by approaching analytically and
critically the issue of mission differentiation among higher education institution
in the Kingdom. Mission differentiation, as the issue’s theme, was presented
from national and international perspectives. Other articles in this issue look at
related subjects: parallel education in Taibah University, measuring performance
in Princess Nora University, in addition to reviewing recent publication on
leadership and organization in higher education.
In conclusion, I have great appreciation for the editorial board of our journal for
their great effort in encouraging and expanding the research in the field of higher
education in the Kingdom. I hope that we will continue working cooperatively to
develop our sector with the increasing support from the Custodian of the Two Holy
Mosques King Abdullah bin Abdullaziz and his Crown Prince, whom interests
are on improving the quality of higher education sector and expanding access to
its institutions for all citizens. We greatly believed in the high qualification and
intellectuality resides in our universities that will work in achieving our national
goals related to serving our nation and the whole human beings.
Dr. Khalid M. Al-Anqari
The Minister of Higher
Education and the
Magazine's General
Supervisor
Perspectives on
Mission Differentiation in Higher
Education between Teaching and
Research
10
The Saudi Journal of Higher Education - Issue No.10 - Nov.2013
Perspectives on
Mission Differentiation in Higher
Education between Teaching and
Research
Prof. Mahroos Ahmad Al-Ghabban
Dr. Husam Abdulwahab Zaman
Prof. of Comparative Education
Asst. Prof. of Comparative Education
Vice Rector of Taibah University
[email protected]
Supervisor of Saudi Electronic University
Madinah Munawwarah
[email protected]
Introduction
The growing demand for Higher Education since the end of the World War II and its
repercussions of a great expansion of its institutions capacity at the level of the whole world,
especially during the period since the beginning of the last decade of the twentieth century
and the first decade of the twenty-first century, led to the changing nature of universities from
elite to mass institutions. This in turn created huge pressure on national governments in trying
to cope with various problems associated with the growing enrollment in these institutions
(Guri-Rosenblit et al., 2007), where there is no country in the world having higher education
system immune from facing the pressure of massification that has become a permanent and
stable condition with its own logic and consequences leading to fundamental changes in
universities’ structure.
The approach of differentiation and diversity has become on the top of the important
policies list pursued by contemporary higher education systems. It is aimed to meet the
increasing demand and diversified economic and social backgrounds and talent among the
growing number of students, to the extent that makes expansion and diversity in higher
education Twin Phenomena linked to the development of the Higher Education in many
countries of the world (zha, 2008). This is what Altabach (2002) previously noted that
differentiation is a central property for mass higher education systems globally.
11
The process of differentiation in
Higher Education can occur vertically or
institutions is considered a logical response
horizontally. The vertical differentiation
to the increasing importance of specialized
occurs as the types of institutions proliferate,
knowledge. As we find in many cases that
with the traditional research universities
the new or restructured institutions are best
being joined by teaching and community
serving the public interest through their
colleges. The horizontal differentiation
focus on a specific set of goals for certain
occurs as a result of the spread of private
group of students. Besides, differentiation
higher education institutions operated
works to unify the efforts and prevents
by new service providers. The growing
duplication. It is also helpful in halting
number of these private institutions and
institutional drift and makes the process
their enrollment, especially the for-profit
of accountability easier (The World Bank,
ones, is the largest manifestation of the
2000).
differentiation aspects in the world higher
education systems. In Brazil, for example,
nearly %60 of higher education students
are enrolled in private higher education
institutions and this percentage is exceeded
in Philippine to more than %80 (The World
12
differentiation among Higher Education
In this context, this paper has come
to show how far the higher education
institutions, especially the governmental
ones in the Kingdom of Saudi Arabia, are
in need to differentiation. It emphasizes
Bank, 2000).
that it is the most important way for
a hierarchical structure to reconstruct
The impetuses leading to the
developing the sector. The paper proposes
two forms of differentiation vary. While
these institutions in a way that basically
horizontal differentiation is driven by
achieves the vertical differentiation based
increased demand for higher education,
on diversity and integration of mission and
vertical differentiation is a reaction to
goals. Though this paper does not claim
demand for greater diversity of graduates.
that it offers a magical and comprehensive
Higher Education system described
formula to reform higher education in KSA,
by differentiation and diversity of its
yet it seeks to provide a starting point for a
institutions on the horizontal and vertical
constructive dialogue towards change in the
levels is certainly best able to serve
desired direction according to the local data
individuals and society. The mission
and learned lessons of the contemporary
international experiences concerning higher
of professionals in different areas like
education development.
Theology, Medicine and Law (Altbach,
Universities between research and
teaching:
Teaching and research are two
basic functions in modern universities,
yet it is always a dilemma for educational
institutions to make decision about what
should be their main focus. These decisions
become more difficult when identifying the
area of focus implies arranging priorities
and allocating resources. Accordingly, we
can find that some systems develop obvious
mechanisms for differentiating among
Higher Education institutions between
research and teaching universities, while
many other systems suffer from blurring
vision concerning differentiation among
their educational institutions and their
assigned roles.
Following the history of universities,
it can be shown that they were mainly
constructed for teaching not research. The
contemporary research universities date
back to the beginning of the 19th century.
Before that, universities were largely
devoted to teaching and the preparation
2011a). Thanks to the German scholar
Wilhelm von Humbold (1767-1835) who
made the function of research a basic one
and whose view was that university, as
an institution, should be a place for the
production of the scientific knowledge
rather than training on a profession or a
craft. In other words it should be a place
that combines both teaching and research as
two faces for the same coin. The faculty of
Philosophy should be the beating heart of
university where research becomes for the
sake of research. The role of government
should be minimized to providing the
financial resources with a limited authority
to professors appointment. Hamboldt’s
vision was applied in Friedrich Wilhelms
University that was founded in 1810 AD in
Berlin, Germany. This pattern of universities
was known as the Humboldtian Model and
imitated in many countries around the world
( Gürüz, 2011).
Despite the historical fact that
universities emerged basically as teaching
institutions, yet research universities
come on the top of the academic system
hierarchy and have a high degree of respect.
13
They also participate actively in the production of authentic knowledge in both its basic and
applied research as well as granting the high scientific degrees. The world-class research
universities are also characterized by strong and direct position in the world knowledge
network with an ability to attract internal and external talented students, researcher, staff
members, technicians, and financial resources. That is why they always occupy the advanced
levels in the world rankings which normally focus on research universities. Studying the
common factors among world-class research universities (Salim, 2009), diagram (1) shows
briefly the characteristics of this kind of institutions and the objective condition that should be
considered to be classified internationally.
The research universities usually provide limited number of undergraduate programs,
while focusing on postgraduate especially at the PhD level. Therefore, they attract the best
and most intelligent students whether locally or internationally. Besides, they employ the
best academics and researchers. Research competency and productivity are the criteria for
employment and reward. Briefly, the academic society in the research universities revolves
around research and research culture and even the undergraduate students are given the
opportunity to participate in research (Altbach, 2011a).
Figure (1): Characteristics of World-class Research Universities
14
The source: Salmi, Jamil (2009). The Challenge of Establishing World-Class Universities.
Washington, DC: World Bank
On the economic and social levels, Altbach (2011a) explains that research universities
stand at the center of the 21st-century global knowledge economy as they are elite, complex
institutions with multiple academic and societal roles not only through production of
new knowledge leads to advanced technology , but also by contributing to better our
understanding of human condition. Moreover, there is widespread recognition of the
importance of research universities in almost all countries. The number of these universities
varies from country to country, although it occurs always in a very limited number compared
to the total number of higher education institutions in those countries. Smaller countries
may have only one research university, whereas larger nations may have many research
universities. In the United States, for example there are 150 research universities out of
about 4800 postsecondary institutions; India may have 10 such universities out of its 18000
higher education institutions, and China has about 100 research universities among its 5000
postsecondary institutions. It is observed that research universities, in most countries except in
Japan and the United States, are almost public institutions because they need a very large fund
compared to other universities as well as the private sector rarely supports these universities.
Salmi (2009) observes that most of countries do not realize the complexity and need for
resources necessary for the construction and continuity of research universities. Jouti (2012)
confirms this observation when he compares the annual budget of Harvard University and the
general annual budget of Morocco in which the former represents third of the latter.
On the other hand, teaching universities are the dominant pattern in terms of the
number of institutions and their spread globally. Its basic mission revolves around the
dissemination of knowledge and preparation of professionals to meet the needs of society
and labor market. The elite institutions of this pattern work on preparing and graduating
excellent leaders in various scientific and professional areas. Most colleges in this category
are considered the main shelter and the attractive environment for children of society’s elite as
they prepare them scientifically and practically in a way that matches their expected roles in
future. In most cases, these colleges are good tributary for excellent students to complete their
postgraduate programs in distinctive research universities. Teaching universities, in general,
15
work on preparing and qualifying trained
the privatization, generalization and
manpower efficiently with what labor
commodification of education increase the
market needs. While in most of them, there
priority given to teaching (Altbach et al.,
are professional postgraduate programs
2010).
at Masters and PhD levels, most research
outputs concentrate on the practical and
applied aspects.
Despite the clear difference between
mechanisms and policies of performance
evaluation and ranking between these
two patterns of universities, it seems
these two patterns of universities through
that the criteria and indicators measuring
the content of their missions and activities,
the level of performance and status of
it is observed that most of these classified
research university are more easy to
universities in both patterns do not declare
measure and objective compared with its
themselves or add the quality “teaching” or
teaching counterpart. This may be due to,
“research” to their names. Rather, they cling
according to Altbach (2011b), the difficulty
to the traditional concept of university that
of measuring the quality and effect of
combines teaching and research.
teaching quantitatively. In addition, making
Comparing the teaching university
with the research university in terms of
attention and funding, it is noted that the
requirements of financing and operating the
research universities excel those of teaching
universities and perhaps that is a logical
interpretation for the huge budgets that
research universities have versus what is
allocated for teaching universities. However,
that does not negate that there are modern
trends in favor of teaching universities.
The preparation of workforce with high
skills has become an important function of
Higher Education more than ever. Besides,
16
Concerning the different
comparisons among different academic
systems in terms of the quality and effect of
teaching is more difficult, which explains
the ignoring of most world rankings creating
criteria for the measurement and comparison
of teaching and learning quality. Though
the level of performance and status of
research universities were measured by a
set of criteria and indicators based formerly
on reputation, yet this has been changed
recently with the advent of the World
University Ranking Bodies. The Academic
ranking of World Universities (ARWU)
in Shanghai is one of these bodies that is
considered the most stable, transparent,
objective and clear in methodology.
degree of employers’ satisfaction and time
Measurement in this ranking focuses on the
required for employment after graduation.
research productivity and uses six criteria
including the number of scientific papers
published in two journals “Science” and
“Nature”; the number of researchers whose
articles are frequently cited; teaching staff
members who got “Noble” and “Fields”
Prizes; the number of published and indexed
articles in “Science Citation Index” and
“Social Sciences Citation index” in addition
to other indexes. But some criteria of
Shanghai have a role in favor of the Western
universities especially those concerning the
number of graduates who received Noble
Prize or having the ability to attract them. In
addition, the indexes used for this ranking
are mainly focusing on research published
in English (Altbach, 2011b). Concerning
the educational aspects, it is generally
noted that rankings use a set of indicators
to measure the level of performance and
status of university relevant to both inputs
and outputs. Qualifications of faculty
members, their nationalities, conditions
of students’ admission, the proportion of
international students, and the percentage of
professor to student are the main indicators
of inputs. While the main indicators used
for measuring the quality of outputs are the
amount of demand for these outputs, the
To sum up, the distinction
between the two patterns of research and
teaching should not be understood as
the research universities ignore teaching
and dissemination of knowledge or the
teaching universities have no place for
research As they have different purposes,
the research university is concerned with
disseminating knowledge in order to
produce more of it, while the teaching
university is concerned with that for the
purpose of qualifying and training more
students in different professions.. However,
taking care of the students’ education,
evaluating and measuring the learning
outcomes are common activities among
different institutions in the two patterns.
States need both patterns of universities, but
certainly need a larger number of teaching
universities because of the growing needs
of labor market for excellent competencies
in various fields on one hand, and a limited
number of research universities (varies
according to the size and degree of progress
of the state but perhaps no more than one in
small state) on the other hand, because of
the high cost of establishing and financing a
productive research university that.
17
Mission Differentiation of Higher Education
reactional change when converting all the
Institutions from a Global Perspective:
colleges and polytechnic universities to
The great demand for Higher
Education and the accompanying
unprecedented increase of enrollment
resulted in a state of conflict and
polarization between forces of massification
and forces of excellence protection. This
conflict is not confined to the developing
countries but extends to include the
developed countries that have a long history
in higher education and differentiation of its
institutions.
Though the strategy of adopting
the hierarchal organizational structure
that ensures ample opportunities for
admission with the protection of excellence
is considered the most available option
in many educational systems whether
implicitly or explicitly, yet it was exposed to
many challenges and sometimes to changes
in some systems as a result of massification
requirements. In the European Union, we find the
(2011) indicates, to the loss of transparency
in differentiation between institutions on
one hand, and the watering down of research
effectiveness on the national level from
the other hand. Although other European
countries faced the same challenges, yet
the political power in the Netherlands was
more stable in maintaining the gains of
differentiation among their educational
institutions when the parliament refused
the request of polytechnic colleges to be
converted into research universities on
the ground that a state in the size of the
Netherlands does not need 12 universities
like Harvard in its educational system and
enough to have one or two universities only
to compete in the world university rankings
(Ritzen,2011). On the other side of the
Atlantic, the American educational system
was evident in its respect and appreciation
for differentiation among its Higher
Education institutions which appeared
clearly and directly in the California State
United Kingdom, for example, characterized
Plan of Higher Education that will be
for decades with the differentiation of its
presented later in details.
institutions among research, polytechnic and
community universities until the nineties
of the last century. The country witnessed
18
universities which in turn leads, as Ritzen
In developing countries, we find
two completely different models for the
largest two developing countries in this
Stanford University David F. Labaree, its
regard. While China sought to develop
success in dealing with the tension between
its higher education system according
two contradictory principles: accessibility
to vertical structure taking into account
by offering admission opportunity for
differentiation among its institutions – as
everyone, and exclusivity by limiting
will be detailed later - we find the higher
access to elite universities for distinguished
education in India has grown in a haphazard
students. The higher education system
manner. The successive Indian governments
in America has developed a hierarchy of
expanded the sector by opening more public
universities ranging from open access
universities and granting permits for the
institutions at the bottom to highly exclusive
private universities without checking the
institutions at the top confined to excellent
nature of their missions and priorities of
and high achievers. Therefore, it is a system
functions (Agarwal, 2011). This in turn led
provides opportunities for all and protects
to a state of disconnect between the status
distinction (Labaree, 2007).
quo and outputs of university education and
the requirements of development and labor
Further to the magnitude of the
market.
Higher Education system in America,
unique and various experiences and
But there are still some distinctive
decentralization and flexibility, it contains
experiences in legalizing and maintaining
practices. The experience of California State
mission differentiation that deserve to be
known as The California Master Plan for
studied and observed. The experience of
Higher Education comes in the forefront of
California State in USA and that of China
experiences which received attention and
are models of prestigious and successful
admiration inside and outside America. It
experiences in this regard.
is not surprising that it can be replicated or
The experience of California State:
There is almost an agreement that
one of the best global model for Higher
Education is in USA. This may be due
to, according to professor of Education in
claimed to be replicated in most countries.
The California Master Plan for
Higher Education dates back to 1960
(Douglass, 2000). This plan is based on
building a system for the governmental
higher education combining both elite and
19
mass institutions through setting up three systems for higher education. Each one of them has
its own clear mission that distinguishes it from others but they are all combined by a general
regulatory framework achieving integration. More than fifty years since this experience was
applied and is still working successfully. California University and its ten campuses come
at the top of this triple system led by Berkeley Campus with its research mission. Followed
by California State University (CSU) with its twenty three branches, this university offers
bachelor and master degrees with a mission focusing on teaching. The third system consists
of 112 community colleges attended by the largest number of students. Its mission is
concentrated on teaching and service. Figure (2) Hierarchy of Governmental Higher Education System in California State
Figure (2) Hierarchy of Governmental Higher Education System in California State
-It accepts higher than 12.5 of High School graduates
based on their relative percentage.
-It offers Bachelor and Master programs.
Research
University
California
University
- It is concerned at the level of state with providing
doctoral program.
- It provides degrees in (Law, Medicine, Dentistry) as
graduate degrees in the American system.
Comprehensive university (teaching &
Comprehensive University (teaching and
research)
research)
-It selects students from the top
33.3% of High School graduates based
on their percentages.
California State University (CSU)
California State University (CSU)
-It offers all bachelor and master
programs in all academic and
professional specifications.
Community Colleges
Community Colleges
- It accepts all High School
graduates who have the ability to
complete their studies.
-It provides co-diploma degrees in a
number
of
academic
and
professional specifications which
qualify for labor market and to
complete bachelor in one of the
above two universities.
-The above two universities adhere
to admit graduates of other
colleges in the third year for two
students in the first year.
20
These patterns absorb High School graduates who wish to join the universities
included within this system. While the research university and the teaching university absorb
about 50% of those graduates (13% for California University and 33% for California State
University), the other applicants join the community colleges spread throughout the state. The
privilege of California system is that it has flexibility protecting the right of high achievers in
joining institutions at the top of hierarchy or through transferring them from the lower to the
upper institutions (Douglass, 2000).
What most distinguishes this model, as indicated by Ritzen (2011), is the mutual
respect and great appreciation for the role of each pattern of university education in this
system to the point that the head of Berkeley university (that is considered one of the most
prominent campuses of research university) proudly declared that about half of the top 100
graduates of master program of his university are the graduates of community colleges in the
same system as a result of doing their educational mission in the best way.
The experience of China:
China, the strongly coming giant on the international educational area recently,
gave special attention to the development of its educational system. It witnesses an ambitious
project for the development of its higher education system called (Project 985) in which it was
announced that there is a need to world-class universities. The executive five- year plan of the
project (from 2003-2007) includs the following five major trends (Al Essa,2011):
1. From a central administration to local ones with important authorities in university
administration of.
2. From elite education to mass education.
3. From focus on narrow specifications to comprehensive general education.
4. From governmental education to private education.
5. From local education to global education.
Based on these trends, the Chinese universities got more independence in the
21
management of their affairs. A new system
is on research. They teach the majority of
was followed in financing universities
PhD students, in addition to some Masters
based on a variety of sources like allowing,
and bachelor students. These universities,
for the first time, to impose tuition fees on
with its effective participation in international
students, and major modifications to the
research arena, are assigned to be the
salary and reward of faculty members which
national team responsible for strengthening
allow the Chinese universities to attract
China’s innovation ability, while playing
more international competencies. Besides,
the leading role in conducting research
the central government allocated specific
which is considered important for national
funding packages for constructing world-
development and security. . Universities
class universities.
of the second rank are basically concerned
In response to the previous great
trends and the accompanying change in
the China’s economic policy towards a
market economy, an improvement in the
citizens income and the steady increase in
the proportion of students enrolled in higher
education, the structure of higher education
institutions is restructured in a hierarchical
way based on their missions and goals,
as shown in figure (3). The hierarchy (the
organizational pyramid) of higher education
in China consists of four sections or ranks.
Each section contains a set of institutions
that decrease in number when moving to the
top of the pyramid because of the need and
high cost. At the top of the pyramid, there are
national elite universities whose main focus
22
with teaching in which most of their students
are at Bachelor and Masters Levels with
limited number of PhD students in certain
specifications, as research is considered the
second priority. Universities of the third rank
are exclusively concerned with teaching and
training of undergraduate students with no
graduate programs to be offered. Finally,
there is a new class of institutions at the
bottom of the pyramid called the Senior
Vocational
Colleges
offering
programs
lasting from 2 to 3 years. The institutions of
the third and fourth ranks constitute most of
higher education institutions and considered
the main outlet to absorb the steady increased
numbers of applicants, whereas admission to
national elite universities is symbolic and
very limited.
Figure (3) Hierarchy of Higher Education in China
Figure (3) Hierarchy of Higher Education in China
Research
Universities
(National Elite
Universities)
PhD, MA, B.
Research &Teaching Universities
B., MA, PhD in very limited
specifications
Teaching Universities
Bachelor
Vocational Colleges
Duration of study (2-3 years)
The crisis of differentiation in Higher Education in the Kingdom:
Public universities are considered the backbone of higher education in the Kingdom
of Saudi Arabia in which they include about 90% of students enrolled in this pattern of
education. However, comparing these universities’ missions reveals a lack of focus and
differentiation, as they all seek distinguishing position in both research and teaching.
Although this problem, as described in the report of the UNESCO World Conference on
Higher Education 2009, is a real and complex identity problem that is overlooked by most
higher education systems in the world so far (Altbach et al., 2010, p.184). However, its
importance and danger increase greatly on the level of higher education in the Kingdom
23
that has witnessed during the last ten years
of Saudi Arabia takes a rapid ascending
successive and rapid changes especially with
curve. The enrollment ratio in higher
regard to its massification and privatization
education improved from 30.2% in 2007
which makes dealing with this issue fateful
to 38.9% in 2011 (the Higher Education
and inevitable.
Observatory, 2001, pp. 37-38), while this
Getting university degree is still
seen, in the Saudi society, as a matter of
pride (swank) and social mobility. Besides,
joining the higher education institutions
helps young high school graduates,
especially girls, to find a safe haven
,albeit temporarily, from unemployment.
In addition, enrolling in higher education
institutions eases the load of daily charges,
as higher education in the Kingdom is
not only offered free of charge, but in
most cases students are paid stipends in
addition to providing them with some free
percentage is going to be up to 50% in 2020
(the Ministry of Higher Education, 2012)
in which there is still demand to higher
education especially university level. With
these data, it becomes of urgent significant
importance to launch initiatives, supported
with long and short–term policies for
restructuring universities in the Kingdom to
cope with these changes in order to achieve
both differentiation and integration among
them.
Without reducing the importance
services such as transportation and housing
of this quantitative expansion, tit wasn’t
especially for female students coming from
accompanied with a real consideration
remote areas.
of the issue of universities’ identity. In
In responding to this high social
demand, the number of universities in
the Kingdom jumped from 11 public
universities in 2005 to 24 universities in
2011, and from 4 to 8 private universities
in the same period with total percentage
growth amounted 113%. Besides, statistics
indicate that the total percentage of students
enrolled in higher education in the Kingdom
24
percent in 2000 did not exceed 22%. This
response to the lack of differentiation
among higher education institutions in the
Kingdom, two main viewpoints about the
problem and its causes are observed: Al Essa
(2011), the former director of Al Yamamah
Private University, attributes the cause to
the traditional beginnings of established
public universities which affected deeply
the structure of educational system and
contributed to submitting the universities to
a bureaucratic centralized system directly
recommendations that higher education
linked to the powers of the state whether
institutions in these countries are not only
the Ministry of Higher Education or other
in need to increase funding but to inject
superior bodies. This contributes to effacing
diversification in the system as well,
the identity of universities and stifling
particularly in the light of growing demand
opportunities of diversity and difference
on of High School graduates to join its
among them. Universities are founded as if
institutions,.
they are duplicate copies for one university
with its structures, systems, divisions and
practices. No one knows what distinguishes
this university from the other or what makes
university excel the others. Besides, the
establishment of emergent universities in
different regions of the Kingdom came also
in a cloning way, which intensifies the crisis
of the universities’ identity. This analysis
comes to confirm what had been earlier
referred to in the World Bank report (2008)
about reforming education in the Middle
East and North Africa. The report asserts
the need of educational systems in these
countries, and Saudi Arabia specifically,
to follow a new path for reforming
education and achieving effectiveness
and competitiveness. The most prominent
features of this path is the decentralization
of educational systems, along with effective
evaluation and increased accountability.
Luomi (2008) comments on the report’s
The other viewpoint about meeting
challenges facing the higher education
in the Kingdom is not necessarily based
on a call for ending centralization. The
former president of King Fahd University
of Petroleum and Minerals- (Al Dakheel,
2011) points out that the solution lies in
the adoption of triple system for higher
education. This system consists of national
research universities and regional teaching
universities including a number of relevant
colleges whose main purpose is teaching
and are not allowed to offer postgraduate
programs except on a limited scale that does
not exceed master stage. The last pattern
includes the community colleges that give
students an opportunity for education for a
period of two to three years after secondary
Education. This type of colleges focuses
on preparing and training the assistants of
specialists who labor market increasingly
needs.
25
Differentiation in the Future Plan of
international exchange for students, the
University Education in Saudi Arabia
reinforcement the role of private higher
(AFAQ Project):
education, the fortification of quality
From this standpoint, the Ministry of
Higher Education initiated a project called
“The Future Plan for University Education
in the Kingdom of Saudi Arabia – Afaq”.
The project’s scope was limited to university
education and especially on public and
private universities and colleges lying under
the umbrella of the Ministry of Higher
Education. The project aims to develop
a long-term strategic plan (25 years) that
identifies the vision of university education,
its mission, needs, types and quality of
planning the expected need of, and
recruiting policies for faculty member ,
the partnership with business and industry
sector , the development of electronic and
distance education, the encouragement of
innovation and productivity, by tying faculty
salaries and incentives to their performance,
and finally, the activation of differentiation
and integration higher education institutions.
(The Ministry of Higher Education, no date
b).
outputs. It also aims to develop an action
detailed plan for the first five years. The plan
demonstrated in drawing attention
was officially issued in 2011.
towards the issue of differentiation in
The strategic vision of AFAQ
looks forward to setting an integrated
university education in the Kingdom
whose main trends are controlled by
three dimensions: expansion, quality and
differentiation, with the ability to compete
globally and contribute effectively in
constructing knowledge society (The
Ministry of Higher Education, No date
a). The first five-year detailed action
plan includes 40 programs such as:
capacity planning of university education,
26
assurance system in Higher Education,
The privilege of AFAQ
university education through highlighting
differentiation as one of the main three
dimensions of the strategic plan showed in
Figure (4), which was neglected in Saudi
higher education for a long time.The plan
defines differentiation as the integrated
diversity among universities based on their
visions and missions . this should be done
through integrative diversification in terms
of academic specifications, geographical
spread, and alignment with development
requirements (the Ministry of Higher
Education, no date a).
Figure (4) Dimensions of the Strategic Trends of “Afaq” Plan
The source: Ministry of Higher Education, the Ministry Commission of Educational Affairs
(no date a). The Future Plan of University Education in the Kingdom of Saudi Arabia
1450/2029: Handbook
AFAQ formulated a differentiation model for higher education system in the Kingdom
as shown in table (1). The model classifies the institutions of higher education into six
patterns: specialized research universities, comprehensive universities, teaching universities,
applied universities, virtual universities and the community colleges.
27
Table (1) Model of differentiation of the University Education system in the Kingdom
according to “Afaq” classification
#
Pattern
Definition
Specialized
Research
Universities
Focus mainly on research and postgraduate programs
and offer distinguished research programs in strategic
.fields in addition to other undergraduate programs
2
Comprehensive
Universities
Concern with the balance between research and
teaching; undergraduate and postgraduate programs.
They are always located in densely populated areas
.and are comprehensive in offered specializations
3
Teaching
Universities
Mainly offer undergraduate programs and limited
number of Masters degrees and research programs.
.They focus on serving local communities
4
Applied
Universities
The academic curricula focus on the practical aspects
and students professional preparation in addition
to theoretical principles. They are concerned with
knowledge, skills, field work and the applied research
necessary for meeting the society’s, industry’s and
business’s needs. The programs can include various
.fields of study
5
Aim to offer distance learning programs in the form
of online courses utilizing the latest communication
Virtual Universities
technologies so as to be available to students all over
.the Kingdom
6
Community
Colleges
1
offer applied programs consistent with the local
community’s needs. They grant diploma degree and
.prepare some of their students to university education
The source: Ministry of Higher Education, the Ministry Commission of Educational Affairs
(no date a). The Future Plan of University Education in the Kingdom of Saudi Arabia
1450/2029: Handbook
28
A Critical Review of AFAQ Proposed
independent pattern as done in the model, as
Differentiation Model
they can be included within the category of
Investigating the previous proposed
teaching universities.
model of differentiation in the future plan
of University Education in the Kingdom
differentiation model for “” project is its
(AFAQ), it is shown that it is a step towards
expansion in assigning research function
the right direction for reforming the
to all the proposed patterns of universities
structure of university education System;
except the virtual universities. This in turn
however, it has a number of drawbacks that
will lead eventually to unjustified distraction
should be reconsidered.
of efforts and resources. The research
The first drawback is the number
of patterns proposed for institutions. Six
patterns are not justified when compared
to other international odels especially
The second drawback of AFAQ
function should be limited to the specialized
research and comprehensive universities
because of the concentration and optimal
investment of human and material resources.
those of California and China which have
The third drawback is the
3 to 4 patterns respectively that cover,
marginalization of the role of community
without overlapping, all higher education
colleges by making their primary job is to
institution in their systems. Afaq model,
provide applied programs at the level of
for example, singled out an independent
diplomas and enable a limited number of
pattern for applied universities which are
them to prepare the enrolled students for
very close to vocational education. This type
the university stage. Focusing their role, in
of education should not be within AFAQ
this way, makes them intersect clearly with
scope as it is supervised by the General
the mission of polytechnic colleges to the
institution of Technical and Vocational
extent that is difficult to distinguish between
Education, not by the Ministry of Higher
the missions of them. This gives a chance
Education . In addition, there is an overlap
for duplication and the consequent waste of
between teaching and comprehensive
resources and efforts. It is better to give a
universities on one hand and applied
major role for community colleges to be the
universities on the other hand. Moreover, the
main gate or tributary for joining university.
virtual universities do not deserve to be an
29
Finally, this model is suggests a fuzzy and non- binding mechanism for the re-
distribution of current universities according to the proposed patterns. Accordingly, the
current universities stay – until now - as they are and ready to remain in this state in the
future.
A proposed Differentiation Model for University Education in the Kingdom:
In light of the drawbacks of the AFAQ proposed model, besides the lessons learned
from the relevant international experiences, a differentiation model for public university
education based on diversity and integration can be provided. Table (2) and figure (5)
illustrate the components and features of this proposed model as well as the way of
distributing current universities according to this model.
Table (2) the Proposed Differentiation Model for the Governmental University Education
System
30
Universities proposed to be
classified in this pattern
Pattern
Definition
Research
universities
They are primarily concerned
with post graduate programs
in the scientific fields and
research in the strategic
fields. They offer some
.Bachelor programs
King Saud, King Abdel Aziz,
King Fahd, King Abdullah
university for Science and
Technology, King Saud for
Health Sciences
They are concerned with
providing most of the
Comprehensive Bachelor programs, Master
Universities in most specifications, PhD
in limited areas (the Islamic
Teaching & ( studies,
Education
and
)Research
Humanities) and limited
research program related to
.community service
Islamic University, Imam,
Umm Al Qura, King Faisal,
King Khalid, Taibah, Al
Qassim, Al Taif, Al Dammam,
Princess Noura, Jazan
They are focused exclusively on undergraduate
Teaching
programs, in specializations
Universities related to local community
needs the available resourc.es
Faculties of
They are concerned with
University
the preparatory programs.
Preparation and They offer associate diplocommunity
mas aligned to labor market
Service
.needs
Prince Salman, Tabuk, Northern Borders, Al Jouf, Shaqra,
Al Majmaah, Al Baha, Najran,
Hail and the Electronic uni.versity
Substitute for Community
Colleges and the Preparatory
.year
Figure (5) the Differentiation Proposed Model
Figure (5) the Differentiation Proposed Model
Research
Universities
Teaching
Universities
Faculties of
University
Preparation
and
community
Service
Comprehensive
Universities
The privileges of the proposed model of differentiation in this study are as
follows: of the proposed model of differentiation in this study are as follows:
The privileges
1. It is consistent with successful international experiences in which it benefits from
the most prominent characteristics of the two models of California and China. It also
reformulates them with a model commensurate with the status quo and needs of the
Saudi society. From the two models it borrows the idea of organizing the institutions
31
of higher education hierarchically
school graduates’ competencies, all
based on differentiation of mission
universities provide a preparatory
and goals. From the Chinese model
year for accepted applicants. Thus,
it takes the idea of triple distribution
the suggestion of establishing
of types of universities. There are
faculties for university preparation
research universities, comprehensive
and community service will
(research & teaching) universities
be suitable substitute for both
and teaching universities.
community colleges and preparatory
From the model of California it
year at the same time.
takes the idea of flexibility and
expanding the opportunities with
protection of excellence in which
the distinguished students of
the pyramid base are allowed to
continue their education in the
higher institutions of the pyramid.
2. The base of the pyramid (the
number of research universities
should be very limited to confirm
that the quality is more important
than quantity when establishing
such universities. Focusing on
competitiveness, high quality and
continuity of the offered programs
faculties of university preparation
of teaching and research that serve
and community service) assures
the scientific research should come
the expansion in admission
first. The model also confirms that
opportunities, developing the idea of
universities established to meet the
community college and addressing
local community and business’s
some of its problems in Saudi
needs of manpower should be
context. Most of the community
teaching universities that can be
colleges suffer from lack of demand
turned into comprehensive ones
and are stigmatized as a refuge
when necessary, with the availability
for under-achieved students. The
of needed resources.
opportunity of their graduates to join
the university has become so limited
if found. In addition, because
of the dissatisfaction with high
32
3. The model highlights that the
4. The model takes into account the
status quo of the Saudi universities
so as to achieve diversity and
integration among them. The
&research) universities, it considers
proposed model helps the Saudi
that programs and fields of research
universities overcome their
in these universities complement
excessive tendency to become
and not compete their counterparts
comprehensive universities. By
in research universities. The model
reviewing the vision and mission
provides these universities with an
of all Saudi universities, except
opportunity to offer postgraduate
King Abdullah University for
programs at the level of Masters
Sciences and Technology, it is found
and PhD in religious, human and
that they are all comprehensive
educational studies, especially
institutions (teaching and research)
within institutions with relatively
realistically or ambitiously. This is
long history and experience in
happening while it is well-observed
offering such programs like the
that most of these universities,
Islamic University in Medina, , Al
especially the emerging ones whose
Imam Muhammad Bin Saud Islamic
number is more than one-third,
University, and Umm Al Qura
do not have the basic capacity to
University.
run serious research programs.
In an attempt to address this
issue practically, the proposed
model distributes the public
universities among the patterns
based on a number of criteria,
notably: originality, chronological
age of university, availability of
research infrastructure, nature of
the available specifications and
experience, the position in global
ranking of universities, and the
region where university is located.
Moreover when the model suggested
the comprehensive (teaching
5. The model supports the students’
mobility between the regions of
the Kingdom and reinforces the
social and cultural intricacy of
Saudi students. There were only
seven universities in the Kingdom
decade and half ago found in four
administrative regions of the thirteen
regions of the Kingdom. These
universities attracted the students
from all over the Kingdom. This
turns them to be centers for smelting
social and cultural backgrounds of
the Saudi students. This privilege
started to shrink clearly when each
33
region had its own university, with
Conclusion:
its comprehensive mission and
offered programs which eventually
limited the students’ mobility among
regions. It is expected that the
proposed model and its achieved
diversity will restore and support
this mobility.
In this regard, it may be
Globally, the issue of differentiation
and diversity among higher education
institutions is no longer a supplementary
but a fundamental requirement imposed
as a consequence of massification of the
sector. Therefore, applying the policy
of horizontal and vertical differentiation
of higher education system of countries
important to confirm the importance
should be listed at the top of policy agenda
of the role of centralization in higher
in many countries to meet the increasing
education system in the Kingdom
demand for higher education and the market
of Saudi Arabia. As in many
need of greater diversity in the graduates’
international experiences, there will
qualifications and abilities.
be reluctance inside and outside
the higher education institutions
against imposing differentiation
among them. As long as there is no
general trend to impose the policy
of differentiation, its application
in all institutions and linking
the financial support of Higher
Education institutions to the degree
of commitment to their assigned
mission in accordance with their
capabilities and needs of surrounding
environment, differentiation will
not be implemented successfully in
Saudi higher education institutions.
34
In Saudi Arabia, the absence of
differentiation especially the vertical one
among public universities, considered the
backbone of higher education with 90%
of enrolled students, is a troubling issue
for those interested in the higher education
reform. This is reflected in the absence of
distinct identity and considering mission
differentiation at the time of universities
establishment especially the emerging
ones, which were based on negative
simulation of old institutions. This is
accompanied with absence of a binding
policy for constructing a hierarchical system
for the higher education institutions and
limiting the reform focus on technical and
of higher education institutions and their
operational issues. Thus, the introduction
missions, and proposes re-organizing
of mission differentiation policy is no
them hierarchy of four patterns: research,
longer a luxury but an urgent necessity as
comprehensive (teaching & research),
recently observed by the Ministry of Higher
and teaching universities, in addition to
Education in its strategic paper “the Future
faculties of university preparation and
Plan of University Higher Education in the
community service. The privileges of this
Kingdom of Saudi Arabia – AFAQ Project”.
model are its consistency with successful
AFAQ considers mission differentiation
international experiences; expanding
as one of the three main dimensions of
admission opportunities while protecting
strategic trends of in addition to quality
excellence; considering the status quo of
and expansion; it suggests a model for
Saudi universities; restoring and supporting
differentiation of public university education
the students’ geographic mobility in a way
system. But the proposed model in “AFAQ”
that reinforces social and cultural intricacy
project has some drawbacks including: the
of Saudi students. The study also highlights
unjustified increase of university patterns,
the importance of benefiting from the
its expansion in making research among the
centralization of the system to impose a
main functions of five out of the six patterns,
mission differentiation policy whether
the marginalization of the community
based on this proposed model or not. The
colleges role and the absence of criteria for
re-organization of institutions, is argued,
the distribution of current universities on the
should consider the resources availability to
proposed patterns.
higher education institutions and the social
In light of the previous drawbacks
, and based on the learned lessons from
and developmental needs of the surrounding
environments.
relevant international experiences especially
those of California in USA and China,
proposed model, it is necessary to modify
the current study suggested a mission
the rules and regulations governing higher
differentiation model for public university
education in the Kingdom of Saudi Arabia.
Education in the Kingdom . The model is
The regulations of employing faculty
based on assuring diversity and integration
members, researchers and technicians or
To guarantee the success of the
35
36
those related to contracting or promoting
diversifying promotion policies to be
them should be changed to be consistent
suitable for different university patterns.
with the mission of the university and its
In addition, proposing and implementing
assigned local or global role. The current
such policies require greater levels of
system of promoting faculty members
flexibility and independence to be granted
– for example - is completely biased to
for universities in administration and
research production, while applying the
management of their academic and financial
proposed differentiation model necessitates
affairs.
References ‫املراجــــــــــــع‬
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‫وزارة التعليم العايل‪ ،‬وكالة الوزارة لل�ش�ؤون التعليمية (بدون ‪.)a‬‬
‫اخلطة امل�ستقبلية للتعليم اجلامعي يف اململكة العربية ال�سعودية‬
‫(�آفاق) ‪1450‬هـ‪2029/‬م‪ :‬كت ّيب تعريفي‪ .‬اململكة العربية‬
‫ال�سعودية‪ ،‬وزارة التعليم العايل‪.‬‬
‫وزارة التعليم العايل‪ ،‬وكالة الوزارة لل�ش�ؤون التعليمية (بدون ‪)b‬‬
‫اخلطة امل�ستقبلية للتعليم اجلامعي يف اململكة العربية ال�سعودية‬
‫(�آفاق) ‪1450‬هـ‪2029/‬م‪ :‬برامج �آفاق التنفيذية‪ .‬اململكة العربية‬
‫ال�سعودية‪ ،‬وزارة التعليم العايل‪.‬‬
‫‪Christopher and smith, Peter M. (Ed).‬‬
‫‪Higher Education in the Gulf States:‬‬
‫‪Shaping Economies, Politics and Culture.‬‬
‫‪London Middle East Institute at SOAS,‬‬
‫‪London.‬‬
‫‪Ritzen, Jo (2011). “Strategy, Structure and‬‬
‫‪Organization”. Paper presented as Keynote‬‬
‫‪address, International Exhibition and‬‬
‫‪Conference on Higher Education.‬‬
‫‪Salmi, Jamil (2009). The Challenge of‬‬
‫‪Establishing World-Class Universities.‬‬
‫‪Washington, DC: World Bank.‬‬
‫‪The World Bank (2000). Higher Education‬‬
‫‪in Developing Countries : Peril and Promise,‬‬
‫‪Washington, D.C., U.S.A.‬‬
‫‪The World Bank (2008). The Road Not‬‬
‫‪Traveled : Education Reform in the Middle‬‬
‫‪East and North Africa. Washington, DC: The‬‬
‫‪World Bank‬‬
‫‪Zha, Qiang (2009). “Diversification or‬‬
‫‪Homogenization : How Government and‬‬
‫‪Markets Have Combined to (Re) Shape‬‬
‫‪Chinese Higher Education in Its Recent‬‬
‫‪Massification Process”. Higher Education,‬‬
‫‪58:41-58.‬‬
‫‪The Saudi Journal of Higher Education - Issue No.10 - Nov.2013‬‬
‫‪38‬‬
Perspectives on
Mission Differentiation in
Higher Education between
John C. Weidman
Professor of Higher and International
Development Education
University of Pittsburgh, USA
The authors of this article have provided a thoughtful analysis of international
trends in the differentiation of national higher education systems and applied their
assessment to the Saudi Arabian context. Building from a constructive and welldocumented critique of the current “AFAQ” plan for differentiation of higher education
institutions in Saudi Arabia, they recommend that the number of tiers in the new higher
education system be reduced from six to four, identify which existing institutions would
be in each tier, and discuss benefits of the proposed structure.
I am well aware of the major effort that went into the national planning
process, having participated in both the “AFAQ” conference on “Future Trends in
Higher Education in the Kingdom of Saudi Arabia” in Riyadh (December, 2006) and a
preliminary meeting at King Fahd University of Petroleum and Minerals (May, 2006).
The resulting “AFAQ” plan, based on extensive consultation with both domestic and
international experts, is comprehensive and far reaching. The modifications to the
“AFAQ” plan put forward in the present article are a constructive effort to improve
effectiveness and efficiency of the Saudi higher education system across the different
39
institutional tiers by reducing complexity
that each type of institution contributes
and sharpening programmatic focus
to improved quality and impact of
while, at the same time, retaining
the entire higher education system.
the basic goals and objectives of a
While higher education institutions
differentiated structure. The authors
in each of the four tiers would have
provide a convincing rationale for
their own, unique missions, integration
each of the four tiers, though I would
across tiers is important in order to
question whether “virtual” or online
make certain there is not significant
programs should be confined to a single
duplication of activities across
tier (“teaching universities”). The
institutional tiers. Higher education
experience in the USA, for instance, has
institutions around the world are prone
been that online academic programming
to “mission creep,” namely, a tendency
of one sort or another can be found in all
to take on an increasingly expansive
types of higher education institutions,
range of academic activities. From
from community colleges through elite
an institutional perspective, there
research universities.
are usually compelling reasons for
There are, however, a
few issues that I believe require
attention in order for the proposed
plan modifications to take place. My
goal is not to provide a blueprint for
implementation, but rather to reflect
on important concerns that might
be considered. Any specific actions
necessary would, of course, have
to be determined by the Ministry of
Higher Education, the respective higher
education institutions, and relevant
stakeholders.
System Integration
The authors describe how a
four-tier structure might be integrated so
40
expanding, most notably student demand
and perceived enhancement of status and
reputation. This can spread resources
too thinly, directing them away from
the primary mission, and may affect
overall quality at both the institutional
and system levels. Consequently, there
may need to be periodic review and
assessment (e.g., via a formal quality
assurance and/or accreditation system)
to make certain that “mission creep”
is not occurring. Many countries also
support organizations for presidents of
higher education institutions, including
requiring meetings of leaders across
tiers.
Opportunity for Students to Transfer
between Institutions
Most national higher education
Labor Market Demand for Graduates
Because of the community
focus in both the “AFAQ” plan and
systems seek acceptable avenues for
the proposed modification, projected
students to move, at least in some
labor market requirements for graduates
limited way, between institutions
should be considered, at least to some
without losing credit for courses already
extent, in building academic programs
completed. Transfer is generally most
and community service activities at each
common across institutions in the
tier and degree level in the system. This
same tier, but many systems also have
is particularly difficult in the Middle
mechanisms in place to encourage those
East and North Africa (MENA) region
students who demonstrate significantly
due to the large expat workforce and
outstanding academic accomplishment
preference of country nationals for civil
to move to a higher tier higher education
service jobs (Weidman, 2011). The high
institution in the system. This requires
costs (e.g., facilities, equipment, faculty,
curricular integration across institutions.
etc.) of running institutions make it
The California community college
system, for instance, provides open
access to all state high school graduates
but also gives them the opportunity
to move to a higher level (either
comprehensive or research university)
if their academic achievement warrants
such advancement. One mechanism for
making this possible is the establishment
of “articulation agreements” between
institutions through which four-year
institutions agree to accept course credits
earned either from other same- and
higher-tier tier institutions or from twoyear institutions.
imperative that investments in higher
education be strategic, not on only in
terms of institutional capacity but also
with respect to labor market (local,
national, and international, depending on
the institutional tier) and other national
development goals. While there are
significant national benefits to having
an “educated citizenry,” most students
and their families are more immediately
concerned with having graduates finding
employment as soon as possible after
completing their degrees. Projected
employment patterns and corresponding
demand for academic programs serving
women should also be considered.
41
Building “World-Class” Universities
One final concern has to
do with possible consequences of
designating a small set of institutions as
elite, research universities, presumably
with corresponding special funding.
While this may simply reflect a
national desire to have a tier of very
with outstanding credentials. As the
authors mention, this also includes
establishing faculty reward systems that
are not totally driven by research and
publications, but are uniquely identified
with institutions in each tier and based
on the specific types of faculty work
high-level institutions aspiring to
expected.
become, as Salmi and others call
Higher education in Saudi
them, “world-class” universities, it
Arabia has a promising future based
has consequences spanning the entire
on systematic planning and careful
higher education system. It requires
investment. The present article reflects
establishing a careful balance across
the sort of dialog that promises to
institutions in expectations for faculty
engage stakeholders and, ultimately, to
and student performance, academic and
facilitate effective implementation of
other resource allocation, and student
higher education reform.
admission selectivity. It requires
42
training and recruitment of faculty
References ‫املراجــــــــــــع‬
Weidman, John C. (2011). Linking
Annual Symposium of the Gulf
Higher Education Reform to Labour
Comparative Education Society, Ras Al
Market Demand in the Gulf States:
Khaimah, United Arab Emirates, 1617-
A Slippery Slope?” Pp. 2124- in
March. http://boneducation.com/bon/
Intersections of the Public and Private
wp-content/uploads/201110//GCES-
in Education in the GCC. Conference
2011-Proceedings-.pdf#page=21
Proceedings, Papers from the Second
43
44
Research Abstract
45
46
Research Abstract
Enabling activation mechanisms
to achieve quality performance at
the University of Princess Noura
bint Abdul Rahman
Prof. Seham Mohammed S. Kaki
Dr. Madawe alshaallan
Professor of educational administration
Assistant Professor of Educational Admin.
Princess Noura Bint Abdul Rahman University
Princess Noura Bint Abdul Rahman University
Key words: Quality - Empowerment
Abstract:
The purpose of this descriptive analytical study was to arrive at the mechanism of activating
the Empowerment to achieve quality performance at Princess Noura Bint Abdulrahman
University. The research’s main question was (How can the Empowerment of quality
performance be achieved at Princess Noura Bint Abdulrahman University?). A number of subquestions came out of such question. For this purpose, a questionnaire including the following
points was designed:
First: A diagnosis of the reality of the support given to the Empowerment at Princess Noura
Bint Abdulrahman University. Such diagnosis includes the following:
1-
Delegation of administrative and regulatory procedures to the authority;
2-
Communication and Organizational Trust;
3-
Teams (Internal Committees);
4-
Motivation and Self-esteem.
Second: Mechanisms of supporting the Empowerment of quality performance at Princess
47
Noura Bint Abdulrahman University.
achieving Career Compliance by supporting
The findings of this study highlighted
Job Satisfaction, designing training
the mechanisms of supporting the
programs at various administrative levels
Empowerment of academic quality
thus helping to spread the culture of
performance including the promotion of
Empowerment and improve the efficiency of
dialogue, exchange of information and
the employees in a manner that enables them
power sharing, strengthening Organizational
to activate the administrative Empowerment.
Loyalty and Commitment, increasing
The study stressed the importance of
the staff’s Absorptive Capability and
training, organizing workshops, lectures
improving their productivity through
and instructive seminars, the importance of
the activation of national standards and
reconsidering the administrative procedures
benchmarks of performance, highlighting
and organizational structure, describing
the importance of human relationships in
jobs, focusing on the communication with
supporting the Empowerment, developing
members to open effective communication
incentives which are commensurate with
channels, ensuring the availability of
the performance, adopting the Group
technological environment which leads
Work Method, improving productivity and
to quality performance, encouraging
designing university quality performance
the participation of faculty members in
systems, in addition to ensuring the
the scientific tasks, and supporting and
Organizational Climate which enables
stimulating evaluation researches that
to adopt the Empowerment mechanisms,
achieve the Empowerment of quality
delegating authority and expanding granted
performance for the universities’ Faculty
powers, activating human relationships,
Members.
adopting incentives to improve productivity,
48
Research Abstract
Problems of parallel education in Taibah’s
university from the students perspectives
Dr.Mona Ali Al Saloos
Dr. Sahar Mufti El Sidiky
Associate Professor
Assistant Professor
Faculty of Education
Faculty of Education
Taibah University
Taibah University
[email protected]
[email protected]
Key words: Parallel Education - Problems of university education
Abstract:
This study has aimed to detect the problems of parallel education in Taibah’s university
from the students’ perspective, and that was done by getting acquainted with the
problems that students of parallel learning faced. the levels of problems were based on
management, service, and academic levels.
The study used the descriptive and analytical approach to achieve the required goals. The
study has also made a questionnaire to detect the problems; the questionnaire contained
52 phrases. And to assure the validity of the questionnaire, the virtual honesty and the
consistency test were measured. The questionnaire was handed to 178 students; the
following results were discovered:
1- The problems based on the management level were:
A- The students do not have different varieties of specializations; moreover, most of the
specializations are unwanted in the labor market; even more, students can’t transfer from
one specialization to another; lastly, there is a lack of communication between students
and the management.
B- Students do not receive guidance from the Deanship of parallel learning; additionally the
49
deanship retire in evenings even though
during the evening shift: medical shift,
the students of parallel learning start
transportation systems, library ,cafeteria.
their shift at the evening.
C- There is also a lack of connection
level were:Traditional ways of teaching,
between the students and the academy
no teaching aids, no office hours in the
coordinator, as well as the lack of the
evening; therefore the lack of office
presence of the coordinator.
hours lead to the lack of connection
2- The problems based on the service
level:The following is not available
50
3- The problems based on the academic
between a student and her teacher.
Research Abstract
Alternatives of Government
Financing for Higher Education in
the Kingdom of Saudi Arabia
Dr. Abdullah Mohamed Almaliki
Assistant Professor of Economics
Chairman of Administrative Sciences department
Community College, King Saud University - Riyadh
[email protected]
Key words: Finance, financing of higher education, public higher education, education
spending, education funding alternatives
Abstract:
This paper mainly aims to shed light on the various available resources and alternatives that
finance education so as to make use of it as far as possible in mobilizing the financial resources
of education sector in general and government higher education in particular in the Kingdom of
Saudi Arabia. To achieve this target, the problem of financing education has been reviewed as
well as indicators of education finance. Also the status in the Kingdom of Saudi Arabia has been
referred to and showed that expenditure on education is generally in constant rise.
The paper concluded that it is necessary to adopt different alternatives to finance educational
expenditure in the Kingdom in addition to the main finance resource (the government) such as
individuals participation in financing their education by that extent that does not affect joining
rates and equality of opportunities, participation of private sector represented by its various
companies and corporations through incentive taxation or granting loans or subsidization, or
donations , or others. Lastly, there is also financing through the optimal exploitation of the
natural and human resources available to educational institutions and researches to different
institutions or the utmost use of educational utilities at evening time, vacations, seasons, renting
unused buildings … etc.
51
52
Research projects
53
54
Research projects
Models That Link University’s Branches
With Their Mother University In Some
Countries: A Proposed Model for Saudi
Universities.
Dr. Einas Suliman Al Eisa
Dr. Sinaa Abdulmuhssen Al ageel
Dr. Hana Ibrahem ALsobayel
Dr. Majda Ibrahim Aljaroudi
Higher education has an extremely important position in the life of nations and populations
in various social, economical, political and knowledge aspects. With the emergence of the
technical challenges, the increasing population and the high requirements of the labor market,
the world›s universities particularly in Saudi Arabia faced great challenges to achieve the
balance required by the human development in order for the country to be in the ranks of
developed nations. The Ministry of Higher Education found itself in the midst of massive
changes in the institution’s elements and components which resulted in strategic plans
developed by the ministry. The Ministry informed the universities about these changes to
enable them to face the outcome of those systematic changes.
The most prominent transition faced by the universities in the Kingdom is the increased
demand for higher education as a result of population growth and the high requirements of the
productive and the service sectors, the needs of the development process and the labor market.
The effects of these plans were the expansion of the education for citizens through opening
a large number of universities and colleges in many parts of the Kingdom, in addition to join
colleges from other sectors to the universities in major cities. Despite of the positive aspects of
this expansion, it is a challenge to the major universities which found themselves managed by
the same old mechanisms that may not fit with such an expansion.
Hence there was a need to find a suitable mechanism for the management of the provincial
colleges
(branches) by the universities to which they belong. The study focused on
55
analyzing the current situation to figure
University governance models:
out the weaknesses. Furthermore the study
Faculty / Academic Governance
approach focused on studying samples
of international universities which have
succeeded in finding this balance between
effective management and quality of output.
The study then finds an administration
model to link the branches to the mother
university to fit the higher education system
in the Kingdom.
The study began by analyzing the current
situation in the provinces’ colleges, followed
by a poll, among experienced groups and
decision makers in universities, about the
current situation and the future vision for
improving the link between colleges and
universities.
The study also included a comprehensive
survey of the literature published on the
objectives, goals and higher education
policies in numerous counties, and models
of colleges’ management. The study also
reviewed previous scientific theories and
studies on higher education’s governance,
and the guiding principles for designing a
new model for universities’ governance.
The study of these models is the first step
in the search for better alternatives to solve
56
Traditional governance models assumed
that faculty members (also known as
academic administration) should run the
universities. This usually happens by
granting broad administrative powers to the
heads (managers) of the university or for the
university to be well represented on boards
of directors or a combination of both ways.
Corporate Governance
Governance model Supporters suggests
that trained professionals and policy experts,
who are capable of effective management,
should manage the universities.
Trustee Governance
This model is based on the management
of the university by the Board of Trustees,
who own shares in the university and work
for a group of beneficiaries.
Stakeholder Governance
In this model, Governance delegates
the decision-making to a wide range of
beneficiaries (students, faculty members,
partners, government, and society in
general) locally and abroad.
the problem of linking university’s branches
Amalgam Model
with the mother university. This step will
Amalgam Model for university
be followed by several steps to ensure the
governance is a mix of faculty governance,
optimal application of the model and apply
the corporate and trustee models, and
it in our universities.
governance of the beneficiaries.
Virtual Organization
becomes a mixture that is able to adapt and
The concept of «virtual organization»
change.
appeared in 1993. It is one of the models
of modern governance which aims to link
the components of the organization in a
•
Boundaryless Organization
The idea of boundaryless organizations
flexible manner to allow them to adapt
is based on the vision of organization
and quickly respond to the requirements
elements, such as the size, the role clarity,
of the beneficiaries. The idea of a «virtual
specialization and control, which was
organization» is considered as one of the
traditionally understood as a contribution to
most common concepts in contemporary
the organizational success, whereas it may
management theory. Its popularity may
be an obstacle in achieving the objectives
come from the need to create more flexible
of the topic. Managers begun to realize that
working procedures and structures. There
speed, flexibility, innovation, and integration
are three types of virtual organizations:
are more important than the size, and that
• Cellular Organization
The idea of cellular pattern is based on
the dynamic organization that is capable of
adapting, and is consisting of «biological
“cells. Each cell has the ability to change
its function and direction. In traditional
universities, such «cells» can be a group
of departments and researchers. It works
within the organizational structure of the
University, and interacts with other cells.
•
Patching Organization
This concept “patching” by Brown and
flexible management is vital to success.
Therefore, universities can compare
their governance models with other
institutions as long as they are aware of
the need of adopting their own path, needs
and practices. Those governance models
may work differently for other cultural
organizations. A long history of autocratic
management of a team of directors or
presidents can result in an uncooperative
pattern of governance, though the form was
submitted as collaborative style.
By reviewing the literature on this field,
Eisenhart refers to smoothly transform
we find that when applying or modifying
(patching again) the organization resources
the models of governance, the first step is to
and boundaries in order to accommodate
determine what we are searching for, how
the new opportunities. It means moving
to apply it, and when to do it. This requires
activities, abilities and resources that are
recognizing deficiencies in the existing
being “cut and re – patched”. Through this
model of governance in the organization and
process of rearranging, the organization
what amendment can be achieved, which
57
can be as follows:
- Trustee governance is the most
appropriate mode to rebuild confidence
if the problem is a crisis, misconduct or
failure.
- Corporate model is appropriate if it is a
financial problem.
- The academic governance model is
(University of Singapore, University of
Hong Kong).
The study showed the relationship
between colleges and their mother
universities in three categories:
First: University System
The major university system which
appropriate if the problem is related to
is dominated by the government is
the quality of the academic programs.
applied in most state universities in the
- The amalgam model is appropriate if the
problem is a mixture of different issues.
The study also reviewed the experiences
of a number of universities that have been
selected to shed light on their successful
management experiences with a special
focus on the management of its colleges
and branches. The governance system
USA. Academic governance and trustee
governance models are predominantly
applied in major multi-branch universities,
where branches are administratively
linked through the Board of Regents and
academically through Academic Senate.
Second: Collegiate System
London University branches are
in universities is the result of many
considered the best model to demonstrate
factors, including the state policy and
the administrative independency of the
higher education priorities. Therefore it is
branches, and its academic link with the
important to recognize the developments
mother university. Corporate governance
that occurred in higher education, which
model is predominantly applied in this
in turn brought the successful changes in
system through the board of directors
universities’ structure and management.
whereas trustee governance model is
The study reviewed higher education
through the board of trustee.
developments and the impact on the
organization administrational structure in
USA (University of California, University
of Virginia, University of Michigan, and
University of North Carolina) in Europe
(University of London, Vienna University
58
of Economics and Business) and East Asia
Third: Constitutional Autonomy
The University of Michigan is considered
a pioneer in this system as it guaranteed
its policy independence from the state.
The stakeholder governance model should
be followed in this system where there
recommendations will reduce the problems
are representatives from the community,
regarding administration connection. It
state, students and faculty members in the
will also ensure boosting the branches’
university administration.
academic level and quality performance.
The most prominent recommendation is
The study made a number of
forming executive councils in the region
recommendations based on analyzing
and the university, which aim to reduce
of the current situation, global models
centralization of the university, and give
and previous scientific studies. These
more autonomy to the parties concerned.
59

Mission Differentiation in Higher Education between Teaching and

Transcription

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