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cators by quantitative and qualitative studies on many variables is very important to
the Saudi higher education system.
We have researched a few of the many master’s and PhD theses and the very
many research papers in specialised academic journals that have considered vital
issues concerning Saudi higher education. There are many challenging issues, such
as a women’s role in higher education, acculturation of KASP students in more than
28 countries and the readaptation of students in their native culture. There are also
issues concerning the financing of higher education, gender equity, quality and new
governance, which require further investigation and discussion.
The transition and regenerative aspects and research activity in Saudi higher edu-
cation motivated many international institutions to consider it as a field of research
through either collaborative research papers of Saudi and non-Saudi authors or the
yearly conference of higher education in Riyadh with participation of all Saudi
university and many foreign universities. Almost all major activities and projects of
CHERS and ALC and other university conferences, seminars and workshops in
higher education issues have some selected experts in higher education from inter-
national leading institutes in the world. In the past few years, many research theses
have been written in the United Kingdom, the United States and Australian universi-
ties that reflect interest of international research communities as well in the Saudi
higher education.
Based on previous discussions, it is strongly recommended that research into the
challenges, potential and future trends of Saudi higher education have to be the
priority of the Ministry of Education. Higher education or university research cen-
tres on policy studies, in particular, is urgently needed. One may also look into vari-
ous aspects of Saudi university development programmes for the physical, human
resources, governance and funding and put them to research and critical analysis.
This approach will provide solutions to existing problems, alternative avenues to
face challenges and proper management to attain the objectives of higher education,
as well as enhancing the learning process.
Acknowledgement The author is grateful to the editors; his colleagues at CHERS, Riyadh; Dr.
Omar Al-Swailem of ALC at KFUPM, Dhahran; and Bedour Abouammoh of the Saudi Electronic
University, Riyadh, for their constructive remarks in parts of this chapter.
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