Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.744221
Title: Developing a framework to enhance the operation of quality assurance in Saudi Arabia's higher education : educational management and e-management perspectives
Author: Alholiby, Mossab Saud
ISNI:       0000 0004 7224 2746
Awarding Body: University of Glasgow
Current Institution: University of Glasgow
Date of Award: 2018
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Abstract:
This research aimed to develop a framework to enhance the operation of quality assurance in Saudi Arabia’s higher education institutions, through exploring stakeholders' perspectives, considering educational management and the potential of e-management. In looking to generate an insight into the reality of QA practice towards developing a heuristic enhancement framework, a case study methodology consisting of both qualitative and quantitative data collection methods was employed. In the initial stage, a scoping study was employed to explore the main issues surrounding the operation of QA by conducting 10 interviews with elite stockholders. For the main study, interviews, focus groups and a questionnaire were employed to gather data simultaneously. There were 23 participants in interviews, 9 in focus groups and 301 responders to a questionnaire. Qualitative data were analysed based on thematic analysis, descriptive statistics were applied to the quantitative data making use of the SPSS statistical package. Data were analysed separately and then integrated and compared in the process of interpretation of the overall results. This case study found that participants from all levels of the institution agreed that QA requirements are a primary part of academic commitments. The results showed that stakeholders are willing to engage in the QA operations at an individual level. However, not all faculty members accepted the changes resulting from a systematic QA approach. There are those who support and engage effectively and those who reject the idea because of uncertainty or lack of a clear understanding of QA. This study has identified that the largest group of stakeholders actively participating in QA operations is made up of QA staff, followed by administrative and faculty staff. In addition, the study found that stakeholders with experience in QA participate significantly more than others. The study noticed a disparity between the engagement of stakeholders at older long established colleges and new ones. Several factors driving this trend emerged, such as the work environment, availability of support from senior management, availability of human and financial support, and the extent of understanding of QAP. The study discovered a wide range of evidence indicating significant difficulties in relation to the participation of stakeholders in the QA operations, due to a number of common challenges; such as management issues, individual attitudes, staff development, incentives and external factors. The study indicated that the relationship between QA operation and e-management in the university is limited or unclear. In terms of the positive perception of participants toward the potential of e-management in the operation of QA, the results indicated that e-management could provide essential solutions to a number of challenges confronting stakeholders in QA operations. Five potential areas in which e-management could help in QA operations were outlined: administration, operation, information management, control and evaluation and support. However, the study revealed several potential challenges that could confront higher education institutions in taking full advantage of e-management in the operation of QA, namely, management aspects, stakeholders, and technical issues. The study has proposed a heuristic framework to enhance the operation of QA and to tackle the issues that arose over the course of the research. The framework’s development is grounded in the literature across three disciplines (Change, QA and e-management), and in the perspectives of stakeholders involved in the actual operation of QA. This framework considers seven main areas: leadership, stakeholders, QAP, staff development, rewards and incentives, e-management and external factors. The study proposes a framework with the intention of providing guidance and insight for higher education policy and decision makers, academic leaders in Saudi HEIs, and for HEIs throughout the region.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.744221  DOI: Not available
Keywords: LB Theory and practice of education ; LB2300 Higher Education
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