Saudi Higher Education Institutions Research Articles

Impact of COVID-19 on women leadership in Saudi higher education institutions

The COVID-19 epidemic caused unexpected complications, complexities and challenges in higher educational institutions (HEIs). In order to promote and strengthen the role of women leadership, this study aimed to clarify the unique challenges faced by female leaders at Saudi HEIs during the epidemic, find possible solutions to these challenges, and provide policy as well as management implications. A systematic literature review (SLR) was conducted, examining 27 records (i.e., research papers, articles and conference studies). The data were qualitatively analysed and categorized based on themes like challenges faced, opportunities recognized, and solutions proposed. Findings highlighted women leaders in Saudi HEIs grappled with multiple challenges, including technological barriers, cultural constraints, and increased workloads. Merging challenges with solvable strategies offers a forward-looking perspective, advocating for systemic changes that can shape a resilient and inclusive future for HEIs in Saudi Arabia.

Students’ Perception of Sustainable Development in Higher Education in Saudi Arabia

The role of higher education institutions in laying the foundations of sustainable development is undeniable. As the principal educators of tomorrow’s leaders, such institutions can tremendously contribute to implementing and achieving the United Nations Sustainable Development Goals (SDGs). Many studies highlighted the significance of the students’ awareness and the level of their active engagement as crucial elements in achieving the desired results. Therefore, measuring such awareness and its effect on their daily life and behavior is fundamental in implementing the SDGs. The current study employs an online survey to explore the awareness level of the United Nations Sustainable Development Goals (SDGs) in Saudi universities. SPSS will be utilized to generate the statistical results of the study. The importance of this study stems from the scarcity of research in the field, especially in Saudi higher education institutions. The current research fills in a significant gap at the national level as it provides future researchers and higher education leaders with the much-needed data to prepare strategic plans for future enhancement of the application of the SDGs. It will also propose a set of practical strategies that can be advanced to augment Saudi students’ awareness of the SDGs and their possible application in their daily lives and practices.

Exploring Digital Technology Usage among English Language Instructors at a Saudi Higher Education Institution and Validating a Hierarchical Structure of Usage Based on the SAMR Model

This study examined the usage of digital technology among English language instructors at a public university in Saudi Arabia as perceived by their students and tested the notion that such usage could be ranked in hierarchical levels. The SAMR model, developed by Puentedura (2014), was employed to categorise and rank technology usage into four incremental levels, i.e., Substitution, Augmentation, Modification and Redefinition, with Substitution being the most rudimentary level and Redefinition being the highest and most sophisticated usage. A 32-item questionnaire rated on a 5-point Likert scale measuring how frequently English language instructors used technology at the four SAMR levels was developed by the authors, content-validated by six instructional technology experts and pilot-tested with 63 students prior to its use in the actual survey. Data were gathered from a survey sample of 535 Saudi learners studying English in their foundation year programme and analysed using three statistical procedures, i.e., descriptive statistics, exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). The descriptive results pointed to instructors' technology usage revolving around the Substitution level of the SAMR model, indicating a predominant tendency among instructors to merely replace traditional teaching tools with digital alternatives. The EFA procedure (via Principal Axis Factoring with Promax rotation) produced conflicting results. While the extracted factor structure supported only two levels of usage, the scree plot suggested the existence of four usage levels consistent with the SAMR model. This was addressed by the subsequent CFA procedure performed on the data that confirmed the four SAMR levels, with the fit statistics indicating a good-fitting technology usage model; χ2(98) = 268.73; χ2/df = 2.74; CFI = .94; RMSEA = .078, CI: .067, .090. Sixteen out of the 32 technology usage items were successfully extracted and confirmed as the indicators SAMR’s four levels. The results corroborated previous findings that technology utilisation among English instructors is pervasive but rudimentary. They also supported the theoretical notion that technology usage can be categorised, ranked, and understood in hierarchical levels as purported by the SAMR model.

Modeling the Strategic Enablers of Financial Sustainability in Saudi Higher Education Institutions Using an Integrated Decision-Making Trial and Evaluation Laboratory–Interpretive Structural Modeling Approach

Ensuring financial sustainability is paramount for higher education institutions (HEIs) to maintain financial viability and accomplish their strategic objectives by efficiently managing and utilizing resources. Studying strategic enablers’ interconnections and influences on each other is essential to forming a profound understanding and guiding the execution of initiatives linked to achieving financial sustainability plans. The main objective of this research study is to construct a model and analyze the strategic enablers of financial sustainability in HEIs and their associated dimensions. An integrated modeling approach was followed based on the Decision-Making Trial and Evaluation Laboratory (DEMATEL) and Interpretive Structural Modeling (ISM) methods. Input data collected from experts with specialist experience in financial sustainability in HEIs were used in the modeling. The overarching finding is that starting with the development of regulations and legislation-related systems leads to good governance practices, enabling the achievement of financial sustainability in HEIs. The developed model unpacks the complex relationships among the enablers and their dimensions. It reveals their cause-and-effect relationship classifications, ranks based on relative importance weights, dependence and driving powers classifications, relationship directions, and interpretive structure. It provides an overarching view of the interconnected network that acts as a roadmap to achieving financial sustainability in HEIs.

Perception of the Accreditation of the National Commission for Academic Accreditation and Assessment at Different Health Colleges in Jeddah, Saudi Arabia.

Introduction Following the guidelines for maintaining quality set forth by the National Commission for Academic Accreditation and Assessment (NCAAA) accreditation procedure, Saudi higher education institutions, including health sciences colleges, must adhere to these guidelines. This study aims to assess the perception of personnel involved in NCAAA accreditation processes about thepurpose, process, motivation, and level of involvement in the NCAAA accreditation at King Saud bin Abdulaziz University for Health Sciences (KSAU-HS). Methods The study was conducted at KSAU-HS, Jeddah. The participants included 15 administrators and 32 facultiesfrom the College of Medicine, College of Applied Medical Sciences, and College of Nursingwith experience in the NCAAA process. A questionnaire was used to determine how motivated and involved people feel about the accreditation process.Data were examined statistically with SPSS (Version 23; IBM Corp., Armonk, NY, USA), and descriptive statistics were used. Results Forty-seven participants (23 men, 24 women, ages 36 to 55) took part in the study, of which 68% were faculty members and 32% were administrators with a variety of skill sets from the three colleges. Most participants displayed a positive attitude toward the NCAAA accreditation's motive and level of commitment. Conclusions Most of the participants in the current study contended with the NCAAA process and deemed it substantial long-term improvements.

Key Factors for a Creative Environment in Saudi Arabian Higher Education Institutions

Key Factors for a Creative Environment in Saudi Arabian Higher Education Institutions

Sustaining blended and online learning during the normal and new normal conditions in a Saudi higher education institution: health science students' perspectives

BackgroundHigher education institutions (HEIs) shifted from in-person attendance to blended and online learning due to the COVID-19 lockdowns. ObjectiveThis study investigated the students' perception of satisfaction, convenience, engagement, and learning towards blended and online courses conducted before, during, and after the COVID-19 lockdowns. MethodsA longitudinal study design was adopted to examine the students' perception of online and blended learning courses before, during, and after the COVID-19 lockdowns. The subjects consist of Health science students (N = 130) belonging to two different colleges of a public university and the study period includes three academic years (i.e., six semesters) (2018–2021). A survey tool was developed to collect data from students studying the computer fundamentals course through blended and online learning modes from 2018 to 2021. ResultsOver 95% of students have been satisfied with the course offered through various blended learning formats since 2018. The blended 0.50-course format is the most preferred one for the students; however, the Blended 0.75-course format is highly rated by the students regarding their satisfaction and engagement than other learning formats during the COVID-19 lockdowns. Following adaption after COVID-19, the students reported a high perception of learning towards the course when delivered through 100% online learning mode. ConclusionStudents' achievement is significantly associated with the learning modes, exam modes, and various student batches. The blended 0.75-course format group shows a higher achievement than the other three-course format groups. Likewise, those students who appeared in their exams online showed higher achievement than those who appeared physically. Further, the students felt equally convenient with Blended 0.75 and 100% online learning course formats. These findings would also help HEIs choose appropriate learning and examination modes while designing courses.

A survey assessing the health science students' perception towards online learning at a Saudi Higher Education Institution during COVID-19 pandemic

As the COVID-19 pandemic pushed universities worldwide to shift from traditional to online learning, there is a need to capture the students' perception of online learning using an appropriate tool. Hence, this study explores the appropriateness of the online learning assessment survey (OLAS) model for assessing the students' perception of online learning during the COVID-19 pandemic. It included the undergraduate students (N = 2523) of the selected four health science colleges at Imam Abdulrahman Bin Faisal University (IAU) during 2020–2021. The data was obtained through OLAS using “Google Docs” from 728 students. The structural equation modeling (SEM) analysis revealed that each item showed a significant positive relationship with its respective variable of OLAS. The proposed OLAS model with five variables showed a good fit to assess the students' perception of online learning during the COVID-19 pandemic. Those variables enable the university policy planners to evaluate the students' perception of online learning during the pandemic, thereby supporting them in framing appropriate strategies to improve the quality and success of online learning. Further research is necessary to include all students of various programs offered at Saudi universities to generalize the outcomes. OLAS can include a global item assessing overall students' satisfaction with online learning, and the influence of OLAS variables on the overall students' satisfaction can be evaluated in future studies.

Do subcultures play a role in facilitating academic quality?—A case study of a Saudi higher education institution

This study aims to examine the relationship between various subcultures present in a higher education institution and the facilitation and realisation of academic quality criteria. Via a qualitative ethnographic approach consisting of in-depth interviews, observations and document analyses of a single higher education institution, it presents evidence of a type of subgroup (termed the quality subgroup) that has emerged in the targeted academic programmes. This quality subgroup has a positive impact on accomplishing academic quality criteria. In the same vein, the study highlights other types of subgroups that have a negative impact on such criteria. The findings underline a range of theoretical implications relating to organisational culture, subcultures and culture-quality theory and methodology. They also present a range of practical implications, most importantly, how the quality subgroup members work on quality standards and how they succeed in listing their academic programmes for academic accreditation. Finally, the findings of the study shed light on vital features and changes in the Saudi higher education institutions’ working environments (due to critical legal and social changes) that contribute to cultural studies and human resource practices in Saudi organisations. Such practical implications are argued to advance higher education institutions’ policies and management. A comprehensive discussion of the study theory and practical implications is included in the conclusion section.

Online Learning During the COVID-19 Pandemic: Benefits and Challenges for EFL Students

Online learning has been a vital tool to be used during the COVID-19 pandemic, and many research studies have been conducted on this topic from different perspectives. However, it can be argued that it is important to identify and evaluate the students’ experience especially those of them who are experiencing online learning for the first time. Therefore, the purpose of this study was to evaluate Saudi EFL learners’ experience towards the rapid shift to an entirely online learning environment. Specifically, this study aimed to identify the benefits and the challenges of online learning during COVID-19 and compare the traditional way of face-to-face learning to online learning from the students’ perspective. The research method employed for this paper was a quantitative method in terms of a questionnaire. The questionnaire contained 15 items and was utilized to identify the benefits and challenges that the students have faced during their online learning experience. Participants were 72 Saudi EFL learners in their preparatory year at a Saudi higher education institution. Major findings revealed a number of benefits of online learning, such as: “Easy access to online material”, “Ability to record meetings and sessions”, and “Retrieve information”. On the other hand, technical problems were the most reported challenge for students, in addition to lack of interaction with teachers. Based on the research findings, several suggestions and recommendations were presented to enhance the effectiveness of online learning.

The Elephant in the Room: Is a Nationwide English Language Policy Needed in EFL Contexts? A Study on English Departments in Saudi Arabian Universities

Both English and Arabic are used in Saudi higher education institutions. Research on English language policies (ELPs) in the Saudi context is limited, highlighting the need for further examination of their implementation and nature. This study investigates the need to introduce a top-down ELP in the Saudi higher education context and the best way to apply this policy from the perspectives of instructors and administrators. A mixed-method approach to data collection was employed: official documentation was analyzed and an online survey, with an open-ended section for faculty members affiliated with Saudi higher education English departments across the country (n=210), was employed. Thereafter, semi-structured interviews were conducted with chairpersons and vice-chairs of university English departments (n=8). The findings suggest that although the majority of English departments recognize the importance of using ELPs, they have either not introduced them or have practiced them implicitly, with a high degree of flexibility that has led to these policies playing a marginal role in academia. The study concludes by encouraging policymakers to design a unified framework for ELPs with the involvement of representatives from university English departments. Other implications are also discussed.

Quadruple Theories Based Determinants and their Causal Relationships Affecting the Adoption of Community Cloud in Saudi HEI.

The higher education institutions (HEIs) are adopting the new modern cloud computing technique rapidly due to its cost effectiveness, efficient and productive feature. Though cloud computing technology is beneficial to educational sector, it is important to assess their economic benefits, technical, organizational, environmental appropriateness and potential obstacles before adopting the new technology. There are four evaluating theory for adopting the cloud computing technology which are the Technology Organization Environment (TOE), the Technology Acceptance Model (TAM), the Diffusion of Innovation (DOI), and the Institutional (INT). This study has developed a new adoption framework for accepting cloud computing technology for HEIs of Saudi by integrating the above mentioned theories. This framework is unique from others because no research has been conducted yet on the adoption of community cloud at the organizational level considering the four theory simultaneously. This research has developed 25 hypotheses on the adoption of community cloud computing in HEIs and analyzed those hypotheses using SPSS statistical analysis software. The reliability of the data was tested by utilizing composite reliability and Cronbach's alpha method. This study have introduced an innovative approach and framework to understand the adoption of the community cloud which will help the decision-makers to build strategies in their organizations for effective adoption of community cloud services.

Potential Changes in Saudi Students’ Motivations and Attitudes towards Learning English as a Foreign Language after Immersion in an L2 Learning Environment

This study traces potential changes in the motivation of Saudi students studying English as a second language (L2) in the UK. It investigates whether the beliefs and motivations of these students have changed during their learning experience, and identifies the pedagogical implications of such change for English teaching, not only to Saudi students in the UK but also to Saudi students enrolled in Saudi higher education institutions. It aims to identify the reasons behind changes in motivation as well as the impact these may have on students’ attitudes towards learning English as a foreign language (EFL). Data from questionnaires, interviews, and observations are used through three phases of the English academic programme. The study subjects are newly arrived Saudi students (three PhD students and 29 Master’s students) studying in four different universities in the UK under the fields of Linguistics, Applied Linguistics, and Translation. The conceptual framework is based on Dörnyei’s L2 Motivational Self System Theory and Dörnyei & Ushioda’s motivation and L2 self-framework. Changes in motivation are usually accompanied by changes in students’ classroom involvement, attitudes towards the target language, and positive or negative impacts on the students’ outcomes and language competencies. Similar to other types of learning, L2 learning cannot take place in a vacuum. The present study has various contributions to the field of SLA. First, it validates earlier studies about the issue of motivation in linguistics, attitudes towards language, and changes in one’s self-identity as an outcome of language development. Second, it serves as an addition to the body of knowledge pertaining to motivation and attitude of Saudi students towards English as L2 and the important role of culture in this process. Further, it serves as an important contribution to how Saudi students’ L2 acquisition is understood using Dörnyei's L2 Motivational Self System.

Sustaining Blended and Online Learning During the Normal and New Conditions in a Saudi Higher Education Institution: Health Science Students’ Perspectives

Sustaining Blended and Online Learning During the Normal and New Conditions in a Saudi Higher Education Institution: Health Science Students’ Perspectives

Predictive Analysis of Higher Education Graduation and Retention in Saudi Arabia u sing Multinomial Logistic Regression

It is suggested that this study contributes by establishing a robust methodology for analyzing the longitudinal outcomes of higher education. The current research uses multinomial logistic regression. To the knowledge of the authors, this is the first logistic regression analysis performed at Saudi higher education institutions. The study can help decision-makers take action to improve the academic performance of at-risk students. The analyses are based on enrollment and completion data of 5,203 undergraduate students in the colleges of engineering and medicine. The observation period was extended for ten academic years from 2010 to 2020. Four outcomes were identified for students: (i) degree completion on time, (ii) degree completion with delay, (iii) dropout, and (iv) still enrolled in programs. The objectives are twofold: (i) to study the present situation by measuring graduation and retention rates with benchmarking, and (ii) to determine the effect of twelve continuous and dummy predictors (covariates) on outcomes. The present results show that the pre-admission covariates slightly affect performance in higher education programs. The results indicate that the most important indicator of graduation is the student's achievement in the first year of the program. Finally, it is highly suggested that initiatives be taken to increase graduation and retention rates and to review the admissions policy currently in place.

EMI as a performative technology of acceleration in higher education contexts: academics and administrators’ perspectives

ABSTRACT This paper argues that reading English Medium Instruction (EMI) as a performative technology of acceleration in the highly competitive conditions of today’s global higher education (HE) contexts is one way to gain insights into present-day realities of EMI orientations, experiences, and practices. In so doing, it examines the interplay of EMI, HE, and Tomlinson's [2007. The Culture of Speed: The Coming of Immediacy. London: Sage] three cultural narratives of speed. A Saudi HE institution, Sroor University (SU; a pseudonym), is used as a case example study to explore how the cultural narratives of speed have been experienced by language teachers, administrators, and engineering faculty members. The findings of this interview-led study show that a sense of urgency, active control, and an overwhelming tendency to direct all its educational efforts towards the needs of industry is prevalent in the operations of the university. It was also found that the culture of speed has brought about excitement, pleasure, pains, and risk to the academics in their everyday EMI practices. It concludes that reading these complex constellations of experiences through temporal perspectives allows us to capture not only the effects of the culture of speed but also how unequal power relations are played out among social actors within and across individual contexts.

The Leadership of Women in the Saudi Higher Education System

This research aims to identify how Saudi Arabian women attain their bargaining power and leadership in educational institutions in leadership positions, and identify the challenges and methodologies used to overcome issues faced by female leaders in higher education (HE) institutions. This study also aims to identify the obstructions faced by Saudi women that prevent them from achieving their career goals; the advice offered to female aspirants of HE leaders from female leaders and finally, determine the steps most likely to be taken to empower women in HE institutions. This research adopts the qualitative study method by reviewing existing data, as well as conducting small-scale research involving women working in academic and administrative positions in Saudi higher-education institutions. The women were chosen from three Saudi HE institutions that were characterized by gender-based segregation. The selected women were interviewed through video conferencing. The results of this study found that Saudi Arabian women experience workplace problems, disrespect, and insubordination. Institutions in Saudi Arabia did not offer the necessary support for female education leaders. Thus, women lack the empowerment and esteem required to successfully discharge their responsibilities. However, Saudi Arabia is taking steps to remedy the situation and has made relatively good progress in recent years.

Understanding Faculty Perceptions of Quality Assurance in Saudi Higher Education

Research in the field of quality assurance (QA) in education ranges from accreditation to employing specific quality systems. In Saudi Arabia (KSA), QA in education is relatively new, and studies on QA in Saudi higher education institutions (HEIs) are limited. HEIs in KSA follow different approaches while being loosely connected by government accreditation guidelines. As faculty are key stakeholders in developing quality teaching and learning, more research on faculty perceptions of QA is needed. This study aimed to understand the perceptions of English language educators, teachers, and leaders surrounding QA in HEIs in KSA, specifically the perceptions of QA procedures and processes. Furthermore, it aimed to discover perceptions on implementation, including the extent and success of QA implementation in Saudi HEIs and surrounding teaching and learning. The study employed a qualitative approach to gain an in-depth understanding of English language educators’ perspectives on QA in KSA. Semi-structured online interviews were used to gather data on the perceptions of eight participants. All participants were English language teachers or leaders; however, they were from different HEIs across KSA. The results were analyzed using qualitative analysis processes. The interviews were transcribed. The results were then organized per question. They were then analyzed and coded before being reorganized into common themes for further analysis. The results revealed some key commonalities surrounding perceptions of QA in Saudi HEIs, namely the purpose and challenges faced. The research results may be used to gauge a clearer understanding of the current status of QA in Saudi HEIs. Saudi HEIs and educators will be able to use the research results to reexamine their own internal QA processes. On an academic level, the findings helped to build a clearer picture of how QA is developing across Saudi HEIs and where other studies may be able to inform or enhance the findings.

Saudi Electronic University a Role Model in Implementing Blended Learning; Exploring the Experience of Female Students in the Department of English Language and Translation

This study explores students’ perceptions of blended learning in a Saudi higher education institution; namely, the Saudi Electronic University. SEU is the only university in the Kingdom of Saudi Arabia that offers undergraduate degree programs in complete mandatory Blended Learning mode of education in all courses. The study aims to describe the actual utilization of online learning represented by Blackboard as the official Learning Management System in SEU and to dictate students’ satisfaction with the learning experience. The methodology used to achieve this goal was surveying students’ opinions through sending out online questionnaires. The main purpose of this study is to consider the students’ feedback, improve what needs improvements, and keep up the good work if it is considered ‘good work’.

Towards an Integrated Model of Data Governance and Integration for the Implementation of Digital Transformation Processes in the Saudi Universities

In the face of the challenges of the Digital Age and the outbreak of the pandemic COVID-19 which have changed higher education institutions remarkably, universities are urgently required to speed up their digitalization initiatives and cope up with the global digital developments to survive. For the successful implementation of digital transformation, however, data governance should be considered. Despite the extensive literature on data governance and digital transformation, there is no focus on the issue in the Saudi Higher Education institutions. In the face of this, the current study investigates data governance policies and practices in the Saudi Universities. This study is built on a case study design. Nine universities in Saudi Arabia were selected for the purpose of the study. These include public, community, and private universities that make up the Higher Education system in Saudi Arabia. For data collection purposes, three methods were selected. These were the survey, focus group discussions and in-depth interviews. The findings of this study indicate that data governance is an effective tool in the implementation of digital transformation processes in higher education institutions and thus should be embedded into strategies of the universities for using digital technologies in appropriate manners. Good data governance practices are required for smooth and effective digital transformation. Universities are required to create an effective functional team for the data governance tasks, develop an internal audit of data governance, follow-up the regulatory compliance procedures, define the priorities of data governance activities, provide frequent data governance training for employees and faculty members, set enforcement and follow-up standards, and conduct frequent assessments of data governance plans and policies. Although the study is limited to the Saudi universities, results and implications of this study can be a useful reference to choose effective data governance practices that can be successfully adopted and implemented to effectively manage critical information and use it to transform their day-to-day operations.