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\"Presenting an analysis of higher education in eight countries in the Arab Middle East and North Africa, Degrees of Dignity works to dismantle narratives of crisis and assert approaches to institutional reform. Drawing on policy documents, media narratives, interviews, and personal experiences, Elizabeth Buckner explores how apolitical external reform models become contested and modified by local actors in ways that are simultaneously complicated, surprising, and even inspiring. Degrees of Dignity documents how the global discourses of neoliberalism have legitimized specific policy models for higher education reform in the Arab world, including quality assurance, privatization, and internationalization. Through a multi-level and comparative analysis, this book examines how policy models are implemented, with often complex results, in countries throughout the region. Ultimately, Degrees of Dignity calls on the field of higher education development to rethink current approaches to higher education reform: rather than viewing the Arab world as a site for intervention, it argues that the Arab world can act as a source for insight on resilient higher education systems.\"-- Provided by publisher.

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This article analyses the research output of a sample of higher education institutions (HEIs) in six Arab countries in order to start quantifying academic research productivity in the wider region of the Middle East and North Africa (MENA). A questionnaire classifying HEIs was administered to 310 institutions in Lebanon, Qatar, the United Arab Emirates (UAE), Morocco, Saudi Arabia and Jordan. The study revealed a lack of capacity of HEIs to provide quality data, raising issues concerning institutional excellence and transparency. Those data which were available were analysed using a number of statistical methods. The result is that faculty research output in the Arab world is relatively low, confirming the existing notion of a lagging knowledge sector in the region. While traditional scholarship has focused on institutional factors such as budgetary allocation as one prime determinant of research productivity, this study claims that other factors need to be considered in explaining the low output, with broad implications for policy formulation. Such factors include overall satisfaction levels of academic staff, socialisation of faculty staff members into a research climate, and university mission vis-à-vis academic research. Given the distinct paucity of studies on faculty research productivity in HEIs in the Arab region, this study seeks to bridge this gap in the literature by providing original data derived from six Arab countries. The authors aim to provide a basis for further research into this topic. Les auteurs de cet article analysent les résultats de recherche obtenus par un échantillon d'institutions de l'enseignement supérieur dans six pays arabes. Leur objectif est d'entamer une quantification de la productivité de la recherche universitaire dans la région Moyen-Orient et Afrique du Nord (MENA). Un questionnaire de classification a été administré auprès de 310 institutions situées dans les pays suivants : Arabie saoudite, Émirats arabes unis (EAU), Jordanie, Liban, Maroc et Qatar. L'étude révèle un manque de capacités dans ces institutions pour fournir des données de qualité, qui soulève des questions quant à l'excellence et à la transparence institutionnelles. Les données disponibles ont été exploitées au moyen de plusieurs méthodes statistiques. Il en ressort la constatation que le rendement de la recherche universitaire est relativement faible dans le monde arabe, confirmant l'impression existante d'un retard dans le secteur des connaissances au niveau de la région. Les études traditionnelles similaires se concentrent sur des facteurs institutionnels tels que l'affectation budgétaire prise comme critère déterminant de la productivité scientifique. La présente étude soutient que d'autres éléments doivent être pris en compte pour expliquer la faiblesse du rendement, qui ont d'importantes implications sur la formulation de politiques. Ces facteurs englobent le niveau général de satisfaction du personnel universitaire, l'adaptation des membres du personnel à un climat de recherche, et une mission institutionnelle envers la recherche universitaire. Étant donné la rareté de travaux spécifiques sur la productivité de la recherche universitaire dans la région, la présente étude vise à combler cette lacune en fournissant des données de base tirées de six pays arabes. L'intention des auteurs est d'établir un fondement en vue de travaux supplémentaires sur la question. تحلل هذه المقالة نتاج البحوث في عينة من مؤسسات التعليم العالي في ست دول عربية من أجل البدء في قياس الإنتاجية الأكاديمية البحثية على نطاق أوسع في منطقة الشرق الأوسط وشمال أفريقيا. ولهذ الغرض تم توزيع استبيان مصمم أصلا لتصنيف مؤسسات التعليم العالي على 310 مؤسسة تعليم عال في كل من لبنان، قطر، الإمارات العربية المتحدة، المغرب، المملكة العربية السعودية، فضلا عن الاردن. كثفت الدراسة عن عدم وجود قدرة لدى مؤسسات التعليم العالي على توفير جودة البيانات، ما يشير الى قضايا تتعلق بالتميّز المؤسسي والشفافية. وقد تم تحليل البيانات المتاحة باستخدام عدد من الطرق الإحصائية. بينت نتائج الدراسة أن نتاج بحوث أعضاء هيئة التدريس في العالم العربي منخفض نسبيا، مما يعزز الفكرة السائدة حول تخلف قطاع انتاج المعرفة في المنطقة. وبينما ركزت الدراسات على العوامل المؤسسية مثل مخصصات الميزانية كأحد المحددات الرئيسية في الإنتاجية البحثية، تزعم هذه الدراسة أن هناك عوامل أخرى يجب الاخذ بها في تفسير انخفاض الانتاج البحثي، مما يساهم في صنع السياسات. وتشمل هذه العوامل رضا أعضاء هيئة التدريس، تنشئة أعضاء هيئة التدريس في مناخ البحوث، ورسالة الجامعة لجهة توجهها نحو البحوث الأكاديمية. ونظرا لقلة الدراسات المتعلقة بإنتاجية البحوث لدى أعضاء هيئة التدريس في مؤسسات التعليم العالي في المنطقة العربية، تسعى هذه الدراسة إلى سد هذه الفجوة في الادبيات من خلال توفير البیانات الأصلية المستمدة من ست دول عربية. وبذلك يهدف المؤلفون الى وضع اسس تسمح بإجراء المزيد من البحوث حول هذا الموضوع.

This study explores possible reasons for cancel culture in higher education in the Arab world. Specifically, through Q methodology, it investigates the perceptions of twenty-one academics of different nationalities and from different backgrounds working in various universities in the Arab world as to the causes and their professional experiences of cancel culture. The aim is to contribute to a necessary discussion of cancel culture and its impacts on Arab higher education, with the hope of strengthening the region’s academic freedom. The data reveal that several political and social issues engender cancel culture in Arab universities. In effect, results indicate that academics working in higher education in the Arab world embrace a ‘culture of safetyism’ to keep themselves, their students and the societies in which they live ‘emotionally safe’.

PurposeArtificial intelligence (AI) is constantly evolving and is poised to significantly transform the world, affecting nearly every sector and aspect of society. As AI continues to evolve, it is expected to create a more dynamic, efficient and personalized education system, supporting lifelong learning and adapting to the needs and pace of each student. In this research, we focus on testing the model of AI acceptance in higher education (HE) through human interaction-based factors including attitudes, competencies and openness to experience. Perceived benefits were our expectation to enhance AI acceptance in HE.Design/methodology/approachTo test the model, we collected data from Arab HE institutions by spreading an online questionnaire. The sample consisted of 1,152 of teaching staff and students in Arab region, which were selected randomly. Partial least squares structural equation modeling (PLS-SEM) was employed to determine the interrelated dependence of relationships among variables. Furthermore, processing analysis was conducted to ensure the reliability and validity of questionnaires, multicollinearity and factor loading, in which the items were tested one more time to ensure their validity after translation into Arab language.FindingsResults reveal that adopted attitude, digital competency and openness to experience have positive and significant relationship with both perceived benefits and AI acceptance in HE in the Arab region. The results also demonstrate the indirect impact of digital factors on AI acceptance in existence of perceived benefits, which was important in the validation of the model.Originality/valueThe research contributes to AI acceptance theory and research by providing evidence of AI acceptance in the Arab region. As generative AI applications continue to expand and change, the way we accept and interact with them will be different. This model could be adopted by authorities to facilitate the acceptance of AI in Arab HE institutions.

This article presents a qualitative study of nineteen Palestinian female students in Israel. In doing so, it promotes a context-informed approach in social work education, which takes into account power relations, issues of gender, and socio-political and socio-cultural backgrounds. The students participated in a context-informed course held at Ruppin Academic Center in Israel. The findings focus on two contexts in the students’ lives: (1) their socio-cultural background, which includes their family and cultural space; and (2) the socio-political context, which includes majority-minority relations. A discussion on the intersection of these two spheres follows. Whereas students felt the socio-political realm was blind to their identity as Palestinian female students, they felt that the course was like their ‘home’ in terms of language and identity.

Quality assurance (QA) is considered a critical component in higher education institutions (HEIs) and their academic programmes in the twenty-first century. Despite significant investments to enhance QA in HEIs, contemporary research suggests that QA systems may not always meet the expectations of HEI stakeholders. The literature review suggests that differing interpretations of ‘quality’ in HE can impact the progress of QA and related issues. This study, therefore, aims to empirically investigate the reality of QA in HEIs, specifically how it is perceived and implemented in these institutions. Additionally, it seeks to identify challenges impacting the success of QA and propose practical solutions that may improve QA systems in HEIs. Applying a qualitative ethnographic approach, this research includes in-depth interviews with 53 participants, both participant and non-participant observations, and document analyses at three universities (two public and one private), as well as related QA agencies. The findings of this study offer a range of theoretical and practical insights. Most notably, they contribute to the existing literature on QA and HEIs by providing detailed evidence of the contentious aspects of QA and their implications, particularly regarding the understanding and implications of QA in HEIs from the perspective of relevant participants. Furthermore, the study provides QA policymakers (both external and internal), staff, and general members of HEIs with various challenges and practical solutions for enhancing awareness and engagement with QA issues. Finally, the conclusion and implications section outlines key areas for future research in different contexts of the world.

Considering the rise of implementation of big data analytics (BDA) in Saudi Arabian higher education institutions but with relatively lesser optimal performance, the study investigated the causality of organisational culture (OC) and BDA's social and technical subsystems, following the Socio- Technical Systems theory, with the strategic decision-making in Saudi Arabian higher education institutions. The study's objectives are based on the ontological positivist paradigm, and the methodology applies a quantitative cross-sectional survey. The sample population involved the IT staff and data scientists representing the big data people (BDP) and top management as the OC in the Saudi Arabian universities. The data was collected using validated scales of previous studies through an online survey, and the hypotheses were evaluated using PLS-SEM. The PLS-SEM analysis conducted to test the hypotheses highlighted the insignificance of organisational culture in big data systems (BDS), although having a positive value. Nonetheless, the organisational culture significantly impacted BDP, implying the influence of a data-driven culture and supportive top management on the workforce's attitude towards BDA-related change and skill development. Besides, the social and technical subsystems of the BDA— the BDS and BDP— are significantly correlated, along with their correlation with strategic decision-making. The study's implications comprised insights guiding the managers and policymakers to acknowledge the importance of organisational culture (hierarchical, adhocratic, market, and clan) while strategising the implementation of BDA and its systems and developing training modules for its BDP accordingly.

The article focuses on an examination of the main difficulties encountered in the search for employment among female Arab academics in Israel. The research derived data from a structured questionnaire, specially constructed for the research to a sample of 800 female Arab academics who reported that they were unemployed in the previous three months. The sampling method: the research participants were selected by a stratified sample representing the geographical distribution of the Arab population in the northern, central and southern regions of Israel, and also representing distribution by religion .The findings show that the variable \"Self-marketing\" had a significant effect. The variable \"experience\" was also found to have a significant effect in the pairwise comparison. Significant differences were found between Group 4 and each of the other three groups, Group 4 saw the matter of \"experience\" as a greater focus of difficulty. The conclusion that emerges from the findings, in order to increase the participation rate of Arab academics in the employment market, there is a need for the intervention of the following factors: government ministries; Local authority; Institutions of higher learning; InstitutesEducation; Civil society organizations; Humanitarian organizations and recruiters.The programs will operate on two levels: interventions to increase supply on the one hand and interventions to increase demand

As global marketplace competition increases, higher education institutions (HEIs) in the Arab world purposefully integrate international and intercultural dimensions into their curriculum, known as internationalization at home (IaH), to empower graduates with the tools necessary to strengthen their economies and be productive global citizens. The purpose of this research is to report changes in the internationalization strategies of fourteen randomly selected Arab world HEIs by looking at six IaH indicators in their mission statements, course descriptions, and strategic plans. The results prioritize internationalization in the HEIs’ mission statements with a twenty per cent increase in the number of indicators between academic years 2014–15 and 2019–20. Additionally, through course descriptions/titles, we found some universities were offering up to 350 courses promoted per indicator, with others offering as few as one course per indicator. We also found sixty-five per cent of the HEIs do not have explicit strategic plans, or rather no or implicit strategic plans incorporating internationalization. As the Arab world attempts to strengthen its economies, HEIs should continue to increase IaH efforts by infusing more of the indicators in their mission statements, courses, and strategic plans