Assessing Workplace Learning in Higher Education

Abstract

This qualitative research explores workplace learning in higher education in Saudi Arabia. It sheds light on the different experiences of academic men and women. It adopts thematic analysis to analyse data collected through interviews with 30 academics, 3 focus groups, and observations at a Saudi university. The findings highlight a clear difference in learning experiences between men and women, suggesting that despite having similar job roles, women have less access to learning opportunities and face more challenges compared to men. As a result, women have limited opportunities in leadership roles and the authority to make decisions which impact women's participation and learning. The gender disparity extends to access to research and networking opportunities, as women often face challenges in securing mentorship from more experienced researchers. This results in learning environments where women are surrounded by peers who likewise lack extensive research experience. Despite facing these obstacles, women endeavour to perform proficiently. Moreover, the study reveals the social aspect of learning among academics, emphasising that learning is fundamentally a social activity connected with many activities and interactions. This study is a significant contribution to research on gender learning experiences within the HE workplace and gender disparity on opportunities for research and networks. Finally, this study paves the way for further research within and beyond the Saudi Arabian context.