Understanding the change processes resulting from accreditation of colleges in Saudi Arabia

281 Pages·2017·4 MB·English

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2016
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Faisal Ali M. Alghamdi
University of Wollongong, [email protected]
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Alghamdi, Faisal Ali M., Understanding the change processes resulting from accreditation of colleges in
Saudi Arabia, Doctor of Philosophy thesis, Faculty of Social Sciences, University of Wollongong, 2016.
https://ro.uow.edu.au/theses/4760
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contact the UOW Library: [email protected]
Understanding the Change Processes Resulting from Accreditation
of Colleges in Saudi Arabia

Faisal Ali Alghamdi
Master of Training and Development (Griffith University)
Bachelor of Chemistry (King Saud University)

A thesis submitted in fulfilment of the requirements for the award of the degree of
Doctor of Philosophy
University of Wollongong
School of Education
Faculty of Social Sciences

2016
In the name of Allah, the Most Gracious, the Most Merciful
ABSTRACT
Change is inevitable in the life of any organisation, including higher education
institutions, in order for it to survive and compete. In Saudi Arabia, the process of
accreditation has involved many higher education institutions in order to improve the
quality of education provided to students. However, accreditation has been
problematic for many Saudi colleges and the change processes resulting from it is not
well understood, nor reported on in any depth, from the perspective of those actively
involved.
Therefore, the present study aims to develop an understanding of the change
processes resulting from accreditation by investigating the perceptions of faculty
members in the College of Education and College of Arts at King Saud University
which have undertaken the accreditation process and been successfully accredited by
international accreditation bodies.
Three research questions were developed to guide this study: 1) What are the
perceptions of faculty members about the process of accreditation?; 2) How have
education faculty policies and procedures changed as a result of accreditation?; and
3) What are the challenges and benefits for a faculty seeking accreditation?
A case study methodology was used to gain an in-depth understanding of the
accreditation process as experienced by the participants in the two colleges. This
study employed various methods to collect data from multiple sources, including a
questionnaire, semi-structured interviews, and document analysis. The participants
were purposively chosen from among the faculty members who had been actively
involved in the accreditation process in the two colleges.
The major finding of this study was consistent with the existing literature that claims
that change is a complex and multidimensional process. A nuanced understanding of
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the change processes in Saudi Arabia requires a combination of models of change
based primarily on t he teleological model with additional influences from the
political, social cognitive and cultural models of change. The accreditation process
was perceived by respondents as an opportunity to critically examine their programs
and policies and identify their strengths and weaknesses. It also enabled the
development of the conceptual framework of the CoE, strategic plan of the CoA, and
the core proficiencies that each student in both colleges is expected to demonstrate
upon graduation. Moreover, the process helped in the development of a systematic
assessment approach for data gathering and analysis to assess program performance.
It also increased collaboration among male and female faculty members, increased
female members’ participation in the decision-making process, and improved
cooperation between the colleges and their relevant stakeholders. Furthermore, the
accreditation process in both colleges was facilitated by a number of factors, such as
the strong level of commitment from senior leaders, the creation of a new
organisational structure and the establishment of the position of Vice Dean of
Development and Quality, and greater communication. However, the process in both
colleges was also inhibited by a number of factors including faculty members’
resistance to change and identification of insufficient resources.
The main implication of this study is that leaders in Saudi higher education context
should be aware of the complexity of change and not focus solely on one model for
change, but instead give great considerations to multiple models of change. Learning
and applying more than one model may provide change leaders a larger set of tools
to effectively work with the process of accreditation.
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ACKNOWLEDGEMENTS
Alhamdulillah, I would like to start my words here by thanking Allah (SWT) for
giving me this opportunity and the patience to complete this work. Peace and
blessings be upon prophet Muhammad (PBUH), his family and his companions.
I am certain this brief acknowledgement will not adequately express the depth of my
gratitude and appreciation for my supervisors, Prof. Ian Brown and Prof. Garry
Hoban. Their expertise, support, enthusiasm, friendship and comments were always
constructive and positive, guiding me in completing this thesis. I thank them very
much for all the efforts they have extended to me.
This dissertation is dedicated to my beloved mother, who passed away during the
writing of this thesis. I wish she had lived to see this day. May Allah make her grave
a vast place, as well as enlighten it, make it one of the gardens of Paradise and
forgive her sins.
This thesis would not have been possible without the prayer and constant support of
my father (may Allah protect him). My deep gratitude goes to him for his
encouragement and his sacrifice, allowing me to be far from him for years.
I would like to thank my lovely wife for being supportive and patient with me during
my most difficult times. I thank her for travelling with me all the way to Australia
and staying abroad with me for the last four years. Her love, understanding and hard
work enabled my family and I to make the educational journey successfully. To my
lovely children, Layan, Saud, Abdullah and Nawaf, the love, joy encouragement,
support, patience, tears and frustrations that we shared through this journey enabled
me to reach the finish line—you have been my greatest inspiration.
Lastly, thank you so much to my dear brothers, my sister and all who have helped me
in completing this thesis.
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CERTIFICATION
I declare that this thesis is my own work unless otherwise referenced or
acknowledged. This document has never been submitted for a degree at any
academic institution.

Faisal Ali Alghamdi
October 2016
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TABLE OF CONTENTS
ABSTRACT ............................................................................................................... i
ACKNOWLEDGEMENTS v
CERTIFICATION v
TABLE OF CONTENTS ............................................................................................. v
LIST OF TABLES vx
LIST OF FIGURES x
CHAPTER 1: INTRODUCTION ............................................................................. 1
1.1 Background to the study ..................................................................................... 1
1.2 Purpose of the study and research questions ...................................................... 3
1.3 Significant of the study ...................................................................................... 4
1.4 Definition of terms ............................................................................................. 4
1.5 Organisation of the study ................................................................................... 5
CHAPTER 2: CONTEXT OF STUDY .................................................................... 7
2.1 Introduction ....................................................................................................... 7
2.2 Kingdom of Saudi Arabia – A background ........................................................ 7
2.3 Brife history of higher education in Saudi Arabia ............................................. 9
2.4 Quality of higher education in Saudi Arabia .................................................... 11
2.5 King Saud University ....................................................................................... 14
2.5.1 The College of Education ....................................................................... 16
2.5.2 The College of Arts ................................................................................ 16
2.6 Accriditation: Definition and purpode ............................................................ 17
2.7 Types of accreditation ..................................................................................... 19
2.7.1 Compulsory accreditation versus voluntary accreditation ...................... 19
2.7.2 Institutional versus programme accreditation .......................................... 20
2.8 Accriditation bodies ......................................................................................... 21
2.8.1 The National Council for Accreditation of Teacher Education
(NCATE) ............................................................................................. 21
2.8.1 The American Academy for Liberal Education (AALE) ....................... 24
2.1 Summary ......................................................................................................... 29
CHAPTER 3: LITERTURE REVIEW .................................................................. 30
3.1 Introduction ..................................................................................................... 30
3.2 Nature of organisational change ....................................................................... 30
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3.3 Forces of organisational chang ......................................................................... 32
3.4 Degree (Magnitude) of change ......................................................................... 34
3.5 Timing of change ............................................................................................. 37
3.6 Levels of change .............................................................................................. 39
3.7 Focus of change ................................................................................................ 41
3.8 The manner and target of the change .............................................................. 42
3.9 Theoretical framework ..................................................................................... 45
3.9.1 Evolutionary model ................................................................................. 47
3.9.2 Teleological model .................................................................................. 48
3.9.3 Life cycle model ...................................................................................... 52
3.9.4 Political model ......................................................................................... 53
3.9.5 Social cognition model ........................................................................... 55
3.9.6 Cultural model ........................................................................................ 57
3.10 Combination of models of change ................................................................. 58
3.11 Accreditation process as an example for change ........................................... 59
3.12 Perceptions about accreditation process........................................................ 62
3.12.1 Perceived benefits linked to accreditation process ............................... 63
3.12.2 Perceived problems and challenges linked to the accreditation process 68
3.13 Summary ...................................................................................................... 73
CHAPTER 4: RESEARCH METHODOLOGY .................................................. 76
4.1 Introduction ..................................................................................................... 76
4.2 Research paradigm ........................................................................................... 76
4.3 Research Design ............................................................................................... 77
4.4 Research sites and participants ......................................................................... 79
4.5 Data collection ................................................................................................ 81
4.6 Data collection methods ................................................................................... 82
4.6.1 Questionnaire ........................................................................................... 83
4.6.2 Semi-structured interview ........................................................................ 85
4.6.3 Documents ............................................................................................... 87
4.7 The pilot study ................................................................................................. 88
4.8 Validity and reliability .................................................................................... 94
4.9 Data analysis ................................................................................................... 95
4.10 Summary ........................................................................................................ 97
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CHAPTER 5: STUDY FINDINGS (PART ONE) ................................................ 99
5.1 Introduction ..................................................................................................... 99
5.2 Demographic characteristics of the participants ............................................ 100
5.2.1 Survey response distribution.................................................................. 100
5.2.2 Participants by position ......................................................................... 100
5.2.3 Participants by academic rank ............................................................... 101
5.2.4 Participants by working years in college ............................................... 102
5.3 A general overview of the responses to the questionnaire items ................. 102
5.4 Importance of the accreditation process ........................................................ 106
5.5 Extent of implementation of planning activities ............................................ 113
5.5.1 Development of the CoE conceptual framework and the CoA
strategic plan ....................................................................................... 122
5.5.1.1 CoE conceptual framework ......................................................... 122
5.5.1.2 CoA strategic plan and rge qualification framework for student
and graduates ..................................................................................... 126
5.5.2 Improvement of CoE and CoA assessment process .............................. 129
5.5.2.1 CoE assessment system .............................................................. 129
5.5.2.1 CoA assessment plan ................................................................... 132
5.5.3 Changes in CoE and CoA academic programs ...................................... 134
5.5.3.1 CoE academic changes ............................................................... 135
5.5.3.2 CoA academic changes ................................................................ 140
5.5.4 Modifications of CoE and CoA policies and practices .......................... 144
5.5.4.1 CoE modifications ...................................................................... 144
5.5.4.2 CoA modifications ....................................................................... 147
5.6 Effectiveness of the implementation of planning activities ........................... 149
5.7 Summary ........................................................................................................ 154
CHAPTER 6: STUDY FINDINGS (PART TWO) ............................................. 157
6.1 Introduction ................................................................................................... 157
6.2 The presence of factors supporting and inhibiting the accreditation process .......... 157
6.2.1 Factors that supported the accreditation processs .................................. 158
6.2.2 Additional supporting factors to the accreditation process ................... 164
6.2.3 Factors that inhibited the accreditation process ..................................... 165
6.2.4 Additional factors inhibiting the accreditation process ......................... 167
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