Quality assurance in Saudi higher education

Transferability and policy implications for the Global South

Authors

DOI:

https://doi.org/10.32674/czxbqm38

Keywords:

Quality Assurance, higher education reform, Western models, Vision 2030, Global South

Abstract

Over the past decade, Saudi Arabia has invested heavily in higher education reforms, positioning Quality Assurance (QA) as a central pillar of Vision 2030. This study investigates how these reforms are reshaping institutional practices while bureaucratic compliance cultures and the tensions between external accreditation models and local educational needs. Using a mixed-methods sequential explanatory design, survey data were collected from 248 faculty, administrators, and QA officers across four regions, complemented by 40 semi-structured interviews and systematic document analysis in two contrasting institutions. Findings show that QA is widely prioritized in strategic planning and leadership discourse, although faculty expressed greater skepticism than administrators. Leadership, technological integration, and faculty development emerged as key enablers, while resistance to change and bureaucratic compliance constrained innovation. Institutional documents demonstrated uneven alignment with Vision 2030 benchmarks, and cross-institutional comparisons revealed that the transferability of reforms depends on leadership style, institutional maturity, and faculty engagement. 

Author Biographies

  • Dr. Musa Alghamdi, Yanbu English Language Institute, Kingdom of Saudi Arabia

    Dr. Musa Alghamdi is a prominent researcher and professor in the field of applied linguistics, with a distinguished academic background of over 27 years. He has worked for Teachers’ College at Bisha University, Teachers’ College at King Abdulaziz University, and currently works for the Royal Commission Colleges & Institutes (RCYCI) in Saudi Arabia. He earned his Ph.D. in Educational and Applied Linguistics from Newcastle University, UK, where his dissertation was on social and religious factors that affect Saudi learners’ motivation toward English language learning. His research focuses on technology-enhanced language learning, teachers questioning as a learning tool, teachers’ action research, second language teaching practices, language policy, and planning. His educational and pedagogical philosophy appears through employing his long experience to motivate inspiration and higher-order thinking and improve the self-learning skills among learners to increase SL/FL learners’ performance. To achieve his educational goal and apply his philosophy, he retains an effective, positive, and flexible teaching style. His email address is mousa@rcjy.edu.sa ORCID: https://orcid.org/0009-0002-6183-5004

     

  • Dr. Syed Naeem Ahmed, Royal Commission Education Division, Kingdom of Saudi Arabia

    Dr. Syed Naeem Ahmed is a seasoned professor of language & education administration with over 25 years of experience in teaching, research, academic quality management, curriculum development, and capacity building. Currently serving at the Royal Commission Colleges & Institutes (RCYCI) in Saudi Arabia, his teaching excellence is reflected in the successful design and delivery of courses such as Education Leadership, Research Methods, Effective Communication, and Academic Writing. In research, Dr. Ahmed has pioneered studies on teaching & learning, K-16 academic quality, university governance, and EFL. His work with USAID's Teacher Education Project in Pakistan and capacity-building initiatives enhances research and academic quality across various institutions. His email address is nahmed@rcjy.edu.sa ORCID: http://0000-0003-1247-8717  

  • Dr. Shafiq ur Rehman, University of Doha for Science & Technology, Qatar

    SHAFIQ UR REHMAN, PhD, is a Senior Lecturer at the University of Doha for Science and Technology, Qatar. His major research interests include English language teaching, educational technology, language policy, mobile-assisted language learning, English for Academic Purposes, English for Specific Purposes, and professional development in higher education. Email: shafiqur.rehman@udst.edu.qa ORCID: https://orcid.org/0000-0002-0412-4129

  • Ms. Krista Jack , University of Doha for Science & Technology, Qatar

    KRISTA JACK serves as the Foundation Program Academic Manager at the University of Doha for Science and Technology, Qatar. She has over 25 years of experience in teaching, curriculum, program development, and quality assurance management. Her research interests include change management and effects on higher education institutions and faculty, language policy, EFL, and professional development for academics. Email: krista.jack@udst.edu.qa ORCID: https://orcid.org/0009-0002-9803-5158

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Published

2026-04-29

Issue

Vol. 16 No. 14 (2026): Journal of International Students

Section

Research Articles (English, regular edition)

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Copyright (c) 2026 Dr. Musa Alghamdi,, Dr. Shafiq ur Rehman, Dr. Syed Naeem Ahmed, Ms. Krista Jack

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This work is licensed under a Creative Commons Attribution 4.0 International License.

https://creativecommons.org/licenses/by/4.0

How to Cite

Alghamdi, M., Ahmed, S. N. ., Rehman, S. ur, & Jack , K. (2026). Quality assurance in Saudi higher education: Transferability and policy implications for the Global South. Journal of International Students, 16(14), 21-44. https://doi.org/10.32674/czxbqm38

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