Challenges and Opportunities for Higher Education in Saudi Arabia: An Exploratory Focus Group

Author(s):  
Larry Smith ◽  
Abdulrahman Abouammoh
2015 ◽  
Vol 5 (3) ◽  
pp. 317-318 ◽  
Author(s):  
Neete Saha

Institutions in the United States have been popular among Saudi students seeking post-secondary degrees. In fact, Saudi Arabia is one of the highest represented home countries of international students in the US. 44,566 Saudi students enrolled in US colleges and universities for the 2012-2013 academic year, and enrollment numbers for Saudi students have been increasing tremendously over the years (IIE, 2013). Higher education in Saudi Arabia: Achievements, challenges and opportunities (2013), edited by Larry Smith and Abdulrahman Abouammoh, provides insight into this growth. This book suggests that Saudi Arabia wants to improve its higher education system, the goal being to “…achieve ‘world-class’ standards” (p. 5). To accomplish this, Saudi Arabia has invested 160 billion USD into its budget for education.


2018 ◽  
Author(s):  
Saleh Saad Algamdi ◽  
Mutasim Hussain Alkhalifah ◽  
Mohammed H. Shawosh ◽  
Khalid Ali Alshehri ◽  
Hajar Fahad Alghamdi ◽  
...  

BACKGROUND Otitis media (OM) is a very common childhood problem. It is inflammation of the middle ear usually caused by viral or bacterial infection. Otitis media is a main cause of antibiotic use in children. The primary treatment for acute otitis media (AOM) is watchful waiting: 80% of cases resolve without intervention. Southeast Asia, the Western Pacific region, and Africa have the highest prevalence of OM. Prevalence studies on OM are scant in Saudi Arabia. Only a few studies have been conducted in some cities. OBJECTIVE The aim of this study was to determine the knowledge, attitude, and health-seeking practices of parents with regard to OM. METHODS A national study was conducted September 19, 2018–October 9, 2018 in the Kingdom of Saudi Arabia. Data were collected using an electronic online questionnaire. It was culturally adopted, validated, and translated into Arabic. Items on the questionnaire included demographics, knowledge, attitude, and health practices about ear infection among parents of children <5 years old. The calculated representative sample size of the Saudi population was 9600 individuals (95% confidence interval and 1% margin of error). The aim was for 10,000 responses. Stratified sampling was used with each administrative area considered as independent strata. Statistical analysis was conducted using Excel software (Microsoft, Redmond, WA). Data were coded, grouped, arranged, and cleaned. Statistical Package for Social Sciences (version 23.0; Armonk, NY: IBM Corporation) was used for data analysis. RESULTS This study included 10,004 participants. Most were females. The mean age was 37.93 years (standard deviation, 10.20 years). Overall, 81.9% of parents were knowledgeable about ear infection. Parents who were knowledgeable about ear infections were significantly older (P = .005), female (P < .001), had a higher education level (P < .001), were married (P < .001), had a monthly income of 10,000–20,000 Saudi riyals (P < .001), and lived in the Al-Baha region (P < .001). The scores of 90.0% of parents indicated they had a good attitude about ear infection; and 58.6% of parents believed that ignorance is why children do not go to a healthcare facility for ear infection treatment. Parents with positive overall health practices represent 81.2%. Parents with good health practices were significantly associated with female sex (P = .009), higher education level (P < .001), being married (P < .001), a monthly income of 5000–1000 Saudi riyals (SR; P < .001), and living in the Al-Baha region (P < .001). CONCLUSIONS Knowledge, attitude, and health-seeking practices in Saudi Arabia were overall adequate. However, more integrated educational materials are needed for the general population. The development of a broad national awareness program, especially in low socioeconomic areas, could significantly contribute to the early detection and management of OM.


Author(s):  
Philip Altbach

Saudi Arabia spends significantly on higher education, and its higher education system has expanded impressively in recent years. Now the Kingdom is seeing to upgrade its higher education system and to create a more systematic approach to academic development. Challenges remain, but the effort is proceeding.


2010 ◽  
Vol 7 (2) ◽  
pp. 47
Author(s):  
Truong Trinh

This paper describes how the international, national and institutional conditions affect the primary processes of teaching and learning in the Vietnamese higher education institutions. Under such influences, the Vietnamese higher education institutions are facing both challenges and opportunities in terms of the competitions among institutions. establishment of credit-based system, quality assurance and accreditation.


2021 ◽  
Vol 4 (2) ◽  
pp. p12
Author(s):  
Dr Warrick Long ◽  
Associate Professor Lisa Barnes ◽  
Professor Maria Northcote ◽  
Professor Anthony Williams

Continual reforms in the Australian Higher Education Sector result in ongoing significant changes to the experiences of the Australian academic. As a result, massification, internationalisation and corporatization form the landscape of academia in Australia. The Australian University Accounting Academic (AUAA) faces ongoing challenges and opportunities within this dynamic academic environment, and this study explores these challenges in relation to teaching themed issues that confront the AUAA. By using a questionnaire and interviews with AUAAs, three themes emerged, being curriculum, teaching workload, and the impact of online teaching. The “ASSET” support framework is developed from these conversations with the AUAA’s to help them become an “asset” to the university during these times of disruptive change instead of allowing the system to “gazump” them.


2015 ◽  
Vol 18 (2) ◽  
pp. 112-128 ◽  
Author(s):  
Olaf Zawacki-Richter ◽  
Yasar Kondakci ◽  
Svenja Bedenlier ◽  
Uthman Alturki ◽  
Ahmed Aldraiweesh ◽  
...  

Abstract In many countries, open and distance education is perceived as a way to meet the growing need for higher education. This paper explores the development of online and distance education in three countries that are still a white spot on the landscape of international distance education research although they have implemented elaborated distance education systems: Turkey, Russia and Saudi-Arabia. In order to understand the current state of distance education systems in the three countries, their respective systems are described from a historical perspective, compared in regard to their organization, important institutions for open and distance education and current developments. This comparative analysis directs the focus on little investigated education systems and contributes to an enhanced understanding of their past, present, and future.


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