the internationalization of higher education in saudi arabia

156 Pages·2017·1.44 MB·English

TOWARD GENUINE TRANSFORMATIONS:
THE INTERNATIONALIZATION OF
HIGHER EDUCATION IN
SAUDI ARABIA

by

Rami A. Khayat

A thesis submitted in conformity with the requirements
for the degree of Doctor of Philosophy

Department of Leadership, Higher and Adult Education
Ontario Institute for Studies in Education
University of Toronto

© Copyright by Rami A. Khayat 2017
TOWARD GENUINE TRANSFORMATIONS:
THE INTERNATIONALIZATION OF
HIGHER EDUCATION IN
SAUDI ARABIA

Rami A. Khayat

Doctor of Philosophy

Department of Leadership, Higher & Adult Education
Ontario Institute for Studies in Education
University of Toronto

2017

Abstract
This qualitative study researches the effects of internationalization in higher education on
individuals and home nations. Data collection included interviewing 20 students sponsored
by the King Abdullah Scholarship Program (KASP), an internationalization program,
investigating two of the program’s objectives: developmental and cultural. This study also
included a review of governmental materials, prior research on the scholarship program, and
scholarship on the process of internationalization. This study reveals three angles regarding
the kinds of experiences graduates had with the KASP scholarship program. First, the
national and international purposes of this internationalization program unfold from the
experiences of the graduates. Second, residing in another fully-developed nation helps KASP
students experience what the state-sponsoring nations want their own citizens to experience
for both personal and national aims. Third, the effects of internationalization on KASP
graduates’ job journeys articulate the future path for credential-holders on their way home.
This research concludes to say that sponsored students coming from developing nations in
such program manage to partially inherit, indirectly, from the developed settings, in this case
Canada, what this research calls global citizenship. Furthermore, graduates’ experience with
internationalization processes prepares them for the markets for their profession, but there
should also be additional efforts from the sponsoring states which ease the return and future
employment of the graduates to their sponsored nation – their home. In conclusion, the
findings from the study suggest that internationalization grants nations and individuals many
tools that can play vital role in shaping today’s developing world.

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Acknowledgements

Appreciation is the least I can give after all the love, care, and effort – amongst much more –
that has been given to me while I am enjoying the journey of writing this piece of work.
Topping the list for appreciation throughout this entire journey is the person who has borne
witness to all the sweat and effort put forth, the person who continues to pave the way for me
and my children: my beautiful wife, Rawdha Radwan. Her struggles supersede any struggle I
have encountered, as she cares relentlessly about both myself and my work. She has never
failed to provide meals to nourish me, to care for our children, and to tend to our home. On
top of all that, she is an accomplished successful individual with a Master degree in education
and many publications with a network I would dream to have. Her basis on all she does is
only love – and Rawdha, I love you.

To those responsible of my being, my father: AbdulRahman Omar Khayat, and my mother:
Najeeba Mohammad Altaher, I say two things. First, I owe you a lot and beyond a lot for all I
had, have, and will have. Second, never I forget your endless prayers and phone calls all
throughout my life in Canada and elsewhere. You gave life to me and I promise to give more
to you dad and mom. I am just a little piece of you, thank you. Another piece from you is my
sister, Ghuzlan. The true mom, the loving sister, the network of our family, and the good wife,
to you I say thanks for all you shared and still sharing with me. Two last pieces from my
parents are my brothers: Khalid and Hisham. You both are pilots in your airlines and you
always the greatest at flying my troubles away. Respect is what I owe you and much more I
promise you and your kids.

To my children: Leen, my oldest, Whard, my rose, and Osama, my man, you are pieces that
complete my life and that refine my work. Leen supported me immensely with her notes,
messages and unconditional love. Whard, who was born within the first few weeks of my
doctoral journey, passed many smiles and incomparable hugs each time I returned home.
Osama, who was born right in the middle of my doctoral journey, is my baby boy, the little
man in my world who loves me endlessly. With them, and because of them, I am the father,
the very proud father that I know I always will be.

Life is better with friends, good friends specifically. In Canada, Wendy Dunlop and Matthew
Smith. In Saudi Arabia, AbdulRahman Alnaser and Hatem Haneef. All have taught me what
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true friendship means: borderless relationship, countless advice, always supportive, and
present in your life all times. Thank you all and I miss you Canadians and I am with you
Saudis.

The University of Toronto, The Ontario Institute for Studies in Education, the department of
leadership, higher, and adult education, and doctor Steven Anderson are all blessings from
God and hard work. Sometimes I feel I do not deserve what all these have given me and at
the same time they inherited in me the real Muslim within me, a human being. The
enlightenment I am leaving Canada with is something God should be proud of. Thanks
Canada.

Every single word, or I may say each and every single letter in this doctorate journey would
have never happened if King Abdulla Scholarship Program did not exist. Thank you Saudi
Arabia for all you are doing for your citizens and the promise is that your investment in your
youth would never be ignored nor forgotten. The change you planned for the nation is
happening and the best is yet to come and shine. Saudi Arabia you matter to the world and
more to me.

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Table of Contents
Abstract ..................................................................................................................................... II
Acknowledgements .................................................................................................................. III
Table Of Contents ..................................................................................................................... V
List Of Tables ........................................................................................................................ VII
List Of Figures ...................................................................................................................... VIII
CHAPTER 1: CONTEXT OF THE STUDY ............................................................................ 1
1.1. Rationale ............................................................................................................................. 1
1.2. Research Question .............................................................................................................. 2
1.3. Significance ......................................................................................................................... 3
CHAPTER 2: REVIEW OF THE LITERATURE .................................................................... 5
2.1. Introduction ......................................................................................................................... 5
2.2. Saudi Arabia ........................................................................................................................ 5
2.3. Islam .................................................................................................................................... 6
2.4. Higher Education in Saudi Arabia ...................................................................................... 8
2.5. Internationalization ........................................................................................................... 12
2.5.1. Internationalization Motivations ................................................................................ 15
2.5.2. Background to the King Abdullah Scholarship Program (KASP) ............................. 17
2.5.3. KASP and Global Citizens ......................................................................................... 22
2.5.4. KASP and the Knowledge-Based Economy .............................................................. 26
Conclusion ............................................................................................................................... 29
CHAPTER 3: CONCEPTUAL FRAMEWORK ..................................................................... 30
3.1. Introduction ....................................................................................................................... 30
3.2. Conceptual Framework ..................................................................................................... 30
Conclusion ............................................................................................................................... 36
CHAPTER 4: METHODS ....................................................................................................... 38
4.1. Introduction ....................................................................................................................... 38
4.2. Sampling ........................................................................................................................... 38
4.3. Methodology ..................................................................................................................... 39
4.4. Interview Protocol ............................................................................................................. 41
4.5. Ethical Review .................................................................................................................. 43
4.7. Participants’ Profile .......................................................................................................... 44
4.8. Observations on the Recruitment Process ......................................................................... 47
4.9. Notes from the Interviews ................................................................................................. 47
4.10. Interview Limitations ...................................................................................................... 48
4.11. Data Analysis .................................................................................................................. 49
Conclusion ............................................................................................................................... 50
CHAPTER 5: FINDINGS........................................................................................................ 51
5.1. Introduction ....................................................................................................................... 51
5.2. Section One: Saudi Global Citizens Pathway – Introduction ........................................... 53
5.2.1. The Purpose of KASP: The Developing Saudi Arabia vs. The Developed Canada .. 54
Summary .............................................................................................................................. 59
5.2.1.1. The Abroad Education (Canada) vs. The Local Education (Saudi Arabia) ............ 60
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Summary .............................................................................................................................. 65
5.2.1.2. The Saudi Student vs. The Global Citizen .............................................................. 65
Summary .............................................................................................................................. 71
5.3. Section Two: Securing Employment Pathway – Introduction .......................................... 71
5.3.1. Employment Hopes vs. Market Realties .................................................................... 72
Summary .............................................................................................................................. 79
5.3.2. Support vs. Lack of Support from KASP ................................................................... 80
Summary .............................................................................................................................. 84
5.3.3. Your Scholarship vs. Your Career ............................................................................. 84
Summary .............................................................................................................................. 90
5.3.4. Responsibility and Choices of the Future .................................................................. 90
5.4. Findings Summary ............................................................................................................ 97
CHAPTER 6: DISCUSSION ................................................................................................... 98
6.1. Introduction ....................................................................................................................... 98
6.2. The Findings in Terms of the Conceptual Framework ..................................................... 98
6.3. The Literature Review in Terms of the Coneptual Framework ........................................ 99
6.4. The Discussion in Terms of the Conceptual Framework ................................................ 100
6.4.1. Human Capital Theory and Global Citizenship ....................................................... 100
6.4.2. Human Capital Theory and Employment ................................................................. 103
6.5. Conclusion: Human Capital Theory & KASP ................................................................ 106
CHAPTER 7: CONCLUSION .............................................................................................. 107
REFERENCES ...................................................................................................................... 113
BIBLIOGRAPHY (SELECTED) .......................................................................................... 125
LIST OF APPENDICES ........................................................................................................ 140
Appendix A ............................................................................................................................ 140
Appendix B ............................................................................................................................ 142
Appendix C ............................................................................................................................ 143
Appendix D ............................................................................................................................ 145
Appendix E ............................................................................................................................ 146
Appendix F ............................................................................................................................. 147
Appendix G ............................................................................................................................ 148

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List of Tables

Table 1. King Abdullah Scholarship Program (KASP) Vision, Mission and Objectives …. 19

Table 2. Breakdown of KASP Objectives ………………………………….…………….... 21

Table 3. Oxfam’s Perspective of Key Elements for Responsible Global Citizenship ……... 24

Table 4. Chronology of Human Capital Theory ………………………………….………... 31

Table 5. Two-Part Interview Questions …………………………………….…………….... 41

Table 6. Sample Population Overview……....………………….……………..………….... 46

Table 7. Discussion Overview ………………………………….……………..………….... 98

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List of Figures

Figure 1. Conceptual Framework ……………………………………..…….…………….... 37

Figure 2. Data Analysis Sequence ………………………………….……………………..... 52

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Chapter 1
Context of the study
1.1. Rationale
The rules are different in the Middle East now. The 2011 events arising in the Arab Spring
have galvanized individuals not only in revolutionized countries, but all around the Arab
world as well, to reclaim their lives and rights. Over the past few years, attention has turned
toward the Middle East as attempts at creating more democratic nations have been made
throughout the region. For a long time, Arab countries have been autocratic and dictatorial
regimes in which,

[p]eople were yearning for justice and equality for democracy and freedoms but with no
effective result until the revolution came. It was not a revolution of the hungry or the
miserable, though lots of people were in need, but it was a revolution for dignity and
self-respect. (Barmania, 2011)

Saudi Arabia is no exception, but with a very indirect approach being noted. One major
difference involves the fact that Saudi Arabia is a developing state with a rich resources base
within which the potential for advancement plans and developmental projects seem infinite.
This development is possible because of the willingness of the previous ruler of Saudi Arabia,
King Abdullah bin Abdul-Aziz Al-Saud (Pavan, 2013; Gallarotti, 2013), who passed in early
2015. The Kingdom of Saudi Arabia underwent a golden age under the previous King,
Abdullah bin Abdul-Aziz Al-Saud, the “Reformer” (Meo, 2013) and in his royal speech, the
new King, Salman bin Abdul-Aziz Al-Saud, assured the people of Saudi Arabia that he
would continue the same direction as King Abdullah. Now, individuals are looking for more
freedom due to a considerable lack thereof, and while evolution is occurring, it requires
patience on the part of citizens and faster progress on the part of the government. Among the
massive, progressive plans scheduled for Saudi Arabia is the investment of “more than $100
billion over the next 20 years in strategic solar programs in order to diversify its energy mix”
(Wahab, 2012) and “building railways which includes the construction of around 9,900
kilometers of railway network” (llie, 2013), as well as the internationalizing process of higher
education through the King Abdullah Scholarship Program (KASP).

KASP was initiated in 2006, and will continue until 2020. The program annually sponsors
more than 15,000 Saudi students and provides the opportunity for them to pursue post-
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secondary studies abroad, along with their families, if applicable. Based on Askar’s (2007)
study researching the role of KASP in the cultural awareness of the students, the program has
a significant positive role in expanding students’ academic, cultural, and social knowledge
bases. KASP is a strategic process endorsed by the government of Saudi Arabia in order to
internationalize its higher education base – which will be discussed in detail in later sections
of this study – along with other objectives.

My initial concern about the KASP program started with Askar’s (2007) study. Ironically,
although the study was created and written by a Saudi scholar in Saudi Arabia, it was neither
published nor accessed there, where the content matters the most. Askar’s study findings
came to light in 2012 in the London Arab Magazine special issue about Saudi Arabia.
Although I am a member of the third cohort of the KASP, living the KASP experience, and
can speak to the generally positive outcomes of the program, I had to look outside Saudi
Arabia to obtain access to Askar’s study, out of curiosity at that time. The Ministry of
Education in Saudi Arabia publishes some KASP-related statistics like the numbers of
graduates, fields of study, and host universities (Center for Higher Education Research &
Studies, 2014) but no critical data or surveys, and the released information that is published
means little to the public, as it delivers solely numerical data requiring professional analysis
(Smith & Abouammuoh, 2013). Specifically, as this research is interested at the personal and
societal levels of change that could be caused by KASP, the accessible data fail to offer what
Askar (2007) tried to arouse in terms qualitative data like, for instance, individuals’
experiences and how the scholarship had some degree of impact on their knowledge, attitude,
and social being. Furthermore, the objectives of KASP, as will be detailed in subsequent
sections, are obviously targeting social and economic development plans. KASP participants
and graduates need to be investigated and data must be shared to illuminate if the program, in
relation to the selected objectives, is on target or not. The conflict situation in today’s world,
mainly in the Arab region, requires such data as it could help us understand and advance
economic and societal initiatives that can sustain a healthier living for the people.

1.2. Research Question
Change is taking place on numerous levels in Saudi Arabia. The proposed research will
explore whether the King Abdullah Scholarship Program (KASP) as a higher education
intervention and the outcome of KASP, in terms of KASP graduates, are potentially linked to
changes in the Kingdom. The following question guides my study: “How do King Abdullah
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