Achieving global recognition: higher education rankings and the commitment to quality in Saudi Arabia’s 2030 Strategic Vision

Alanazi, Abdulaziz Hamoud (2024) Achieving global recognition: higher education rankings and the commitment to quality in Saudi Arabia’s 2030 Strategic Vision. PhD thesis, University of Glasgow.

Abstract

This 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.

• Item Type: Thesis (PhD)
• Qualification Level: Doctoral
• Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
• Colleges/Schools: College of Social Sciences > School of Education
• Supervisor's Name: Murphy, Dr. Mark and Doherty, Dr. Robert
• Date of Award: 2024
• Depositing User: Theses Team
• Unique ID: glathesis:2024-84488
• Copyright: Copyright of this thesis is held by the author.
• Date Deposited: 12 Aug 2024 11:27
• Last Modified: 12 Aug 2024 11:30
• Thesis DOI: 10.5525/gla.thesis.84488
• URI: https://theses.gla.ac.uk/id/eprint/84488