SACM - United Kingdom
Permanent URI for this collectionhttps://drepo.sdl.edu.sa/handle/20.500.14154/9667
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Item Restricted Achieving Global Recognition: Higher Education Rankings and the Commitment to Quality in Saudi Arabia’s 2030 Strategic Vision(University of Glasgow, 2024) Alanazi, Abdulaziz Hamoud; Doherty, RobertThis study has as a primary focus the devising of strategic recommendations to help the government of Saudi Arabia achieve its goals, particularly the objective of having at least five Saudi institutions among the top 200 global universities by 2030. The research explored the challenges in realizing the educational targets set in The Saudi Vision 2030, aiming to position Saudi Arabia as a global education leader. In examining the background of education in the Kingdom of Saudi Arabia, the study delves into the historical evolution of the education system and its alignment with contemporary aspirations, notably the Saudi Vision 2030. This comprehensive overview provides context for understanding the current higher education landscape and the imperative for transformation. The conceptualization of the western form of the university, from its origins as a Church institution to its evolution into a globalized modern entity, forms a backdrop to an understanding of the university of today. The concept of excellence in higher education is explored, tracing its trajectory from ancient universities to the present era. This examination encompasses the historical development of formal quality systems and the contemporary imperative for achieving world-class status. The development of higher education quality and quality assurance frameworks are considered. The study explores ranking systems in higher education, addressing their development, impact, and significance to improving institutional status and global position. With reference to a wider framework of neoliberalism and its globalizing affects, attention is given to how Saudi universities confront the complexities of global ranking systems and their implications for institutional advancement. By considering critical perspectives and emerging trends in ranking methodologies, the research identifies pathways for enhancing the global competitiveness of Saudi institutions. The study underscores the interconnectedness of historical legacies, contemporary challenges, and future aspirations in advancing Saudi higher education. By synthesizing insights from diverse domains, strategic recommendations are formulated to support Saudi universities towards global prominence, aligning with the ambitious vision outlined in Saudi Vision 2030. In addition to a review of the relevant literature, ten interviews were conducted with senior leaders from universities, Vice Rectors for Planning, Development, and Quality. The participants, from both the United Kingdom and Saudi Arabia, possessed practical and operational expertise in higher education ranking focused activity. This research identified crucial factors pivotal for advancing the higher education system towards its strategic goal. The study highlights the significant roles of academic research, the cultivation of research identity, marketing, publicity, financial resource attraction, academic and administrative autonomy, and academic reputation. These elements are collectively decisive to any effort to elevate the global rankings of Saudi universities. The research indicates areas recommended for enhancement in Saudi universities, including bolstering academic reputation, promoting research, investing in research and development, fostering international collaborations, and attracting international students.45 0Item Restricted Perceptions of Saudi university graduates on employability skills in the Saudi curriculum and teaching practices: A questionnaire-based study(Saudi Digital Library, 2023-09-29) Aldawsari, Sarah; Mann, RobinOne of the key and current issues Saudi Arabia has been facing is the increasing unemployment, which is partially fuelled by the mismatch between graduate skills and the employer’s employment requirements and qualifications. This problem coincides with Saudi’s adoption of Vision 2030 where the key aim has been to redesign Saudi’s education by integrating the curriculum with crucial skill factors that can help students and graduates transform Saudi from an oil-dependent economy to a skill-dependent economy. With Saudi Arabia’s increasing focus on aligning higher education with dynamic labour market needs, this study explores university graduates’ perspectives on the integration of employability skills into curricula and teaching practices. While existing research concentrates on employer demands, insights from graduates’ skill development journeys remain limited. This quantitative study surveyed 187 Saudi graduates to address this gap. These graduates were drawn from different groups across Saudi Arabia where primary inclusion criteria were being a Saudi university graduate, weather they are employed or unemployed. Quantitative research was founded on the premise that it is possible to quantify some events, supported by probability sampling, in which each member of the target population has an equal chance of being chosen. Participants for this study were recruited utilizing a random sample method, first using online platforms and subsequently through a snowball strategy that involves reaching out to a wide range of Saudi university graduates. Analysis of Likert-scale questionnaire data using descriptive statistics provided insights into graduates’ perceptions of skill importance, preparation confidence, teaching efficacy, and curricula relevance for employability. Findings reveal strong recognition of critical skills like communication and teamwork, but lower confidence in competencies like creativity and emotional intelligence. While reasonably satisfied with curricular skills integration, graduates see room to improve teaching practices and consistency in development opportunities across domains. Targeted initiatives addressing perceived gaps, informed by graduates’ perspectives, can strengthen alignment between university preparation and dynamic workplace requirements. One of the key recommendations is to integrate interdisciplinary modules focused on design thinking, emotional intelligence development, and creative problem-solving which will play a crucial role providing students with well-rounded and holistic skillsets. This pioneering study provides vital baseline understanding of graduates’ employability education experiences to inform policies, curricula, and teaching practices aimed at enhancing graduate outcomes.27 0