Institutions of higher learning (HEIs) have morphed into key elements in the political, economic, social and cultural norms in many countries. Due to the centrality of these institutions in
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A proposal for a PhD to study in the United Kingdom
Topic: human resources in the Kingdom of Saudi Arabia
includes
1 Introduction
2 Brief Literature review
3 Research Aim
4 Research Questions
5 Methodology
Methodological Choice
Sources of Data
Data analysis
6 Ethical Considerations
7 References List
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Leadership Preparation and Development Among Higher Educational Institutions in Saudi Arabia
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Introduction
Institutions of higher learning (HEIs) have morphed into key elements in the political, economic, social and cultural norms in many countries. Due to the centrality of these institutions in the development of knowledge (in the case of knowledge economies) and the acquisition of professional skills, most countries have taken steps to ensure that these HEIs are primed for the various tasks and objectives (Al-Mansoori & Koc, 2019). Extant research (Huber, 2004) and emergent (Alnasser, 2019) research revealed that school leaders play a pivotal and strategic role in operations within learning institutions. However, these leaders have to be prepared for their roles, through activities that provide them with the required skills and capabilities. Similarly, over time, the leaders have to acquire additional skills, to develop their abilities to cope with the dynamic environment. Although past research has focused on different levels of education, it has become apparent that leadership preparation and development is equally important among HEIs.
Most Western countries have leveraged the success of their educational systems through policies centred around leadership preparation and development. The primary starting point for most countries is the issuance of licences, accrediting individuals and institutions, as well as offering statutory programs (Eacott & Asuga, 2014). However, there is evidence that educational institutions from other locations across the globe have adopted some of these strategies in enhancing the quality of education in their countries. However, there is evidence that the measures involve localisation of knowledge and values, to customise the leadership interventions. Saudi Arabia, which reformed its education sector in line with some practices from Western countries, including the US and the UK. This includes the levels of study (pre-primary, primary, secondary and tertiary), to the introduction of technologically advanced and state-of-the-art facilities (Courington & Zuabi, 2011). Alnahdi, (2014) terms it as the international educational change continuum, which featured three waves, including innovation for consistency in the 1970s, standardisation in the late 1980s, partnerships and performance in the 2000s, and currently, sustainability in the 2010s. However, some reforms are also customised, in line with the Saudi Vision 2030 such as the sustainability phase, which is founded on the need to diversify its economy from dependency on incomes from the oil sector. Similarly, the country has aligned the reforms with Islamic practices due to the centrality of Islam to the political-cultural and social norms in the country. School leaders are thus faced with a novel set of requirements in accountability,
responsibility, autonomy, quality standards, novel goals, performance standards, and stakeholder groups, such as students. Due to these changes, the need for leadership preparation and development is magnified. Filho et al., (2020) argued that at that level, there are concerns about methods, approaches and systemic solutions to the prevailing and emergent problems. At this level, leaders deal with unique dilemmas such as adaptation of their curricula to ensure regional dominance, while making generic decisions about investment to ensure availability of resources. The leaders have to also take into account the generic outcomes that are present in an institutional setting (Alonderiene & Majauskaite, 2016).
These reforms change the institutions and circumstances in which the leaders operate, thus necessitating a change in the types of skills, competencies, perceptions and approaches to leadership in the various institutions. Furthermore, these circumstances change concerning a particular type of institutions, especially HEIs whereby leadership occurs within an environment that is unique. According to Algarni and Male (2014), since leadership is viewed as the responsibility of the school leader, there is an inclination towards management rather than leadership and maintenance as opposed to development. Several policy decisions, most of which are viewed as reforming the sector, have turned out to be contradictory to the culture of centralised decision making. This lack of autonomy and flexibility limits the extent to which school leaders and other stakeholders have to frame their visions, influence their followers, and guide their institutions to success. These challenging circumstances call for a particular set of skills and capabilities that can only be acquired through leadership preparation and development.
Brief Literature review
Emergent literature has highlighted the fact that is not all leadership models are suited for the learning environment since most leadership theories have evolved within private corporate institutions. The literature review by Bush, et al., (2018) reveals that despite the globalisation of educational systems and practices under programs such as PISA, leadership occurs within an environment that is unique for each institution. Al-Mansoori and Koc (2019) further indicate that learning institutions rely on leadership to navigate the highly dynamic operating environment in the 21st century. These challenges influence schools in both developing countries (Bush, et al., 2019 and Wilkes & Reid, 2019), and developed nations, such as the UK (Forde & Torrance, 2020
and Woods, et al., 2021). Woods, et al., (2020) points out that it is imperative to understand the radical transformation and dynamics of the school system in England to appreciate the leadership preparation and development in the country. The most recent changes include independent public schools, with alliances between institutions emerging, to catalyse the improvement of learning institutions. These changes influence the environment under which school leadership is applied, as well as the requirements of leadership preparation and development.
Bush (2007) recognises the pluralist nature of educational leadership and attributes it to the numerous conflicting philosophies. On one hand, it is argued that educational leadership is a unique field, distinct from generic organisational management theories. The perspective is supported by evidence that education leadership is geared towards the achievement of unique goals and outcomes, through particular tactics and operations that are developed purposefully for the institutions in the sector. On the contrary, Al-Mansoori and Koc (2019) caution against the emergence of managerialism, whereby the extensive focus on procedures and outcomes limits the achievement of the purposes and values of education, by turning institutions of education into competing entities that run on whatever model is deemed efficient and effective. However, Eacott, and Asuga (2014) provides a middle ground for appreciating the role of leadership in learning institutions. Just like any other institution, leadership is integral to the performance. Eacott and Asuga (2014) go further to highlight the importance of leadership preparation and development, thereby indicating that even if the starting point was unviable, through development, the leaders can reorient towards the right outcomes. The perspective is supported by Asuga, Eacott and Scevak (2015), in a study set in Africa, whereby the objective was to determine whether there was standardisation or distinction in the leadership preparation and development activities. The findings reveal that leadership preparation and development is highly standardised. However, of more concern is the fact that the standardisation has paid little attention to the dimensions of leadership that are directly associated with outcomes relevant to the learning institutions. These outcomes include student-related performance, costs of operations, the universality of curricula and the return on investment from the activities within the learning institution. The propensity to differentiate school leadership is attributable to the differences in the internal and external environment. According to Reiger (2017), different leadership profiles are required depending on whether the institution is a faith-based entity. These differences arise from the unique ethical and
moral standards applied in the institutions. The external environment, specifically the community, also influences leadership requirements and outcomes.
Studies on the particular leadership preparation and development activities have arrived at convergent views, due to the increased professionalization of school leadership. Gentilucci et al (2013) found that school leaders deal with a diverse range of responsibilities, including creating sustainable environments, time management and handling stress among others. Part of the concerns regarding outcomes is also referred to by Williams (2019). In the study, a framework is proposed to comprise of five elements, “school and community; working with and through others; system understandings and practice; leadership wellbeing; and special character” (Williams, 2019, 1). In a different study by Moorosi and Grant (2013), the premise recognises the presence of weaknesses in leadership preparation, which is often treated as a precursor to leadership development. As a continuation of a previous study by Moorosi and Bush, (2011), Moorosi and Grant (2013), performed a comparative analysis in a context where leadership preparation was formal and a different setting where there were informal mechanisms. Eacott and Asuga (2014) identify a collaborative project utilised in the UK, which is a multinational establishment referred to as British Educational Leadership, Management and Administration Society (BELMAS) is an integral entity in leadership preparation and development in the UK. In recognition of the change in the educational landscape following a shift in the entities involved in school leadership preparation, Cliffe, Fuller and Moorosi (2018) performed a study, set in the UK. The study sought to investigate the opportunities that emerged from the school leadership teams (SLTs) for secondary learning institutions. Based on qualitative data, the SLTs were found to lead to the acquisition of accreditation, specialised training in degree programs, and better preparation for the workplace. However, these outcomes were not transferable from one institution to another, implying that in case the individual was transferred to another institution, there was a need for retraining or reorientation. These challenges and opportunities are attributable to the fragmentation in the system, and the study led to the conclusion and recommendation that there is a need for policy-level and socio-cultural changes to the leadership development programs to achieve inclusivity and sustainability, specifically during succession.
Studies on leadership preparation and development in Saudi Arabia are essentially in their primacy. Alnasser (2019) sought to investigate the views and capabilities of principals on instructional leadership among special education institutions. The findings relied on ANOVA and MANOVA analysis, with data from 122 respondents. Instructional leadership was studied concerning observation and improvement of instructions and management of curricula and instructions. The findings revealed that there was a lack of specific leadership preparation due to a lack of accreditation in the field. As a result, most of the leadership activities were derived from the generic requirements and responsibilities, thereby leaving the principals with an uneven starting point. The study proposes the customisation of the leadership preparation program to make it suitable for the various student categories, as well as those with disabilities.
The study by Alogali (2018) studied leadership development, focusing on instructors who participated in the imported Saudi Oxford Program for Educational Leaders (SOPEL). The qualitative approach involved ten interviewees who are experts in the field. The findings reveal that leadership and management are often viewed as the same thing. The outcome of the leadership/management by the school leaders/managers is also found to be faced with quality control challenges due to lack of independent evaluation. These findings reflect what Algarni and Male (2014) found, specifically the close links between leadership and management, as well as the lack of specific structures and frameworks through which leaders are prepared and developed. To develop these capabilities, school leaders rely on mentorship, coaching, training and hands-on experience in the workplace. Although theories on leadership point towards different leadership models, the process of becoming and succeeding at leadership is argued to revolve around preparation and development. This is why it is integral to create a framework for the preparation and development of leaders within the HEIs in Saudi Arabia.
Research Aim
The aim of the study is to explore leadership preparation and development among the HEIs in Saudi Arabia.
Research Questions
The study will address the following research questions.
How, and to what extent, do HEIs provide leadership preparation and development programmes?
What are the perspectives and attitudes of participants in leadership preparation and development programmes among HEIs in Saudi Arabia?
What are the critical success factors for the implementation of a leadership preparation and development program within HEIs in Saudi Arabia?
What are the barriers to the implementation of a leadership preparation and development program within HEIs in Saudi Arabia?
Research Methodology
The study methodology will be framed around the research onion model, as shown in the figure hereunder. In the model, the main phases of the study are discussed, concerning how they fit into one another, and how they contribute to the achievement of the research aim. The choices under each phase will be justified, considering that the methodology is a key determinant of the outcomes of the study.
Figure 1: Research Onion
Source: Saunders et al., (2016).
Methodological Choice
The multi-methods approach is used in this study. According to Goertz (2017), the multi-methods approach is a methodological choice that involves the combination of qualitative and quantitative research in a highly integrated manner. The selection of the multi-methods is based on the need to fully exploit and utilise the advantages of the inductive and deductive research designs. As indicated by Hesse-Biber and Johnson (2015), the multi-methods approach will enable the researcher to combine the exploratory and confirmatory designs. Under the exploratory design, the dimensions of the research phenomena that have never been studied before will be investigated through the qualitative study.
Sources of Data
The study will rely on both primary and secondary data. Secondary data will be collected from publications on school leadership preparation and development by HEIs in Saudi Arabia, as well as government institutions that oversee the preparation and development of school leaders. The findings from these publications will provide insights on the norms of leadership preparation and development for HEIs, since they are reports on past events. The primary data will be collected through interviews (qualitative study). The qualitative study will involve experts in school leadership preparation and development for instructors at the HEI level in Saudi Arabia and school leaders among HEIs. A total of 15 interviewees will be targeted in this part of the study. The data will be collected through semi-structured interviews. In the quantitative data collection, the study will target instructors among the HEIs, who are expected to have gone through leadership preparation and development. The data will be collected through a survey questionnaire which shall be developed based on the findings from the literature review. The questionnaire will collect views about the perspectives of the participants on leadership preparation, the success factors and barriers, among others.
Data analysis
The findings from the study will be analysed through qualitative and quantitative methodologies. The qualitative data will be analysed through a combination of thematic and content analysis. As indicated by Saunders et al., (2016), thematic analysis involves analysis of the qualitative data to identify the components, commonly referred to as themes, which are relevant to the research topic. Thematic analysis will be performed through the six-phase approach proposed by Braun and Clarke (2006) as shown hereunder.
Familiarising with the data, during transcription and sorting
Identification of initial codes
Generation of themes
Review of themes
Naming and definition of themes
Development of the report
The quantitative data will be analysed in three phases. The demographic characteristics of the respondents will be analysed. The descriptive statistics will indicate the overall inclinations of the responses to the survey questionnaire, with the primary areas of focus being the measures of central tendency. Finally, hypothesis testing will be performed through structural equation modelling (SEM). According to Pallant, (2016), SEM involves multivariate statistical analysis for analysing structural relationships. By combining multiple regression and factor analysis, SEM reveals the structural relationships among the key variables in the model, as well as latent constructs. Through SEM, the researcher will identify the relative contribution of each variable associated with leadership preparation and development, including the CSFs and barriers, to outcomes of the implementation of leadership among the HEIs. These relationships will be used in providing assertions on the CSFs that the HEIs in Saudi Arabia has succeeded in due to leadership preparation and development, as well as providing the basis for recommendations on which areas of leadership development and preparation to improve on.
Ethical Considerations
During the study, the researcher will take into account several ethical concerns. These ethical concerns are often cited as key requirements for successful research projects since they limit liability upon the researcher while guiding the research process to ensure successful completion. The following concerns are taken into account.
Informed consent: the research participants will be informed that participation in the study is fully voluntary, and the respondents and interviewees can withdraw at any time without consequences.
Confidentiality: The raw data provided for the study will be stored in highly secured facilities to ensure that access is only by authorised individuals.
Privacy: The identities of the respondents will be protected during and after the study process.
Anonymity: The identifies of the interviewees will be protected through use of codes, as opposed to the real names of the experts involved in the study.
Benevolence: the researcher will take the necessary measures to reduce and eliminate any potential adverse effects or harm to the research participants that can arise from participating in the provision of data.
Timelines
References List
Algarni, F., and Male, T., (2014). Leadership in Saudi Arabian Public Schools: Time for Devolution? ISEA. Vol 42, No, 3, pp 1-16.
Al-Mansoori, R. S., and Koc, M., (2019). Transformational Leadership, Systems, and Intrinsic Motivation Impacts on Innovation in Higher Education Institutes: Faculty Perspectives in Engineering Colleges. Sustainability. Vol 11, pp 1-26.
Alnahdi, G. H., (2014). Educational Change in Saudi Arabia. Journal of International Educational Research. Vol 10, No, 1, pp 1-6.
Alnasser, Y. A., (2019). Perspectives and Knowledge of Principals in Saudi Arabia Regarding Instructional Leadership in Special Education Regarding Instructional Leadership in Special Education Programs in Their Schools Programs in Their Schools. UNC Theses and Dissertations.
Alogali, A. F., (2018). Educational Leadership Development In Saudi Arabia: Experiences Of
Participants Of The Saudi Oxford Program For Educational Leaders. UND Theses and Dissertations.
Alonderiene, R. and Majauskaite, M. (2016). Leadership style and job satisfaction in higher education institutions”, International Journal of Educational Management, Vol. 30 No. 1, pp. 140-164.
Asuga, G., Eacott, S. and Scevak, J. (2015), “School leadership preparation and development in Kenya: Evaluating performance impact and return on leadership development investment”, International Journal of Educational Management, Vol. 29 No. 3, pp. 355-367.
Brauckmann, S., Pashiardis, P., and Ärlestig, H. (2020). Bringing context and educational leadership together: fostering the professional development of school principals. Professional Development in Education. Brundrett, M., (2001). The Development of School Leadership Preparation Programmes in England and the USA: A Comparative Analysis. Educational Management &
Administration. Vol 29, No, 2, pp 1-17.
Bush, T., (2007). Educational Leadership and Management: Theory, Policy and Practice. South African Journal of Education. Vol 27, No, 3, pp 1-16.
Bush, T., Chingarande, D., Glover, D., Muchabaiwa, W., Simango, J., & Thondhlana, J. (2019). Leading and sustaining Zimbabwe’s private schools: matching vision with economic reality. Management in Education, Vol 33, No 3, pp. 101-109.
Bush, T., Ng, A. Y. M., Abdul Hamid, S., & Kaparou, M. (2018). School leadership theories and the Malaysia education blueprint: findings from a systematic literature review. International Journal of Educational Management, Vol 32, No 7, pp.1245-1265.
Cliffe, J., Fuller, K., and Moorosi, P., (2018). Secondary school leadership preparation and development: Experiences and aspirations of members of senior leadership teams. Management in Education. Vol 32, No, 2, pp 1-7.
Courington, K., & Zuabi, V. (2011). Calls for Reform: Challenges to Saudi Arabia’s Education System. Georgetown Journal of International Affairs, Vol 12, No 2, 137-144.
Durie, A.D., and Beshir, E.S., (2016). Leadership Effectiveness in Higher Education Institutions: The IPA Approach. Arabian Journal of Business Management Review, Vol 6, No. 5, pp 1- 4.
Eacott, S., & Asuga, G. N. (2014). School leadership preparation and development in Africa. Educational Management Administration & Leadership, Vol 42, No 6, pp.919–934. doi:10.1177/1741143214523013
Filho, W. L., Eustachio, J. H., Caldana, A. C., Will, M., Salvia, A. L., Rampasso, I. S., Anholon, R., Platje, J., and Kovaleva, M., (2020). Sustainability Leadership in Higher Education Institutions: An Overview of Challenges. Sustainability. Vol 12, pp 1-19.
Forde, C., and Torrance, D., (2020). Leadership at all levels: system alignment through empowerment in Scottish education? School Leadership and Management. Vol 41, no, 2, pp 22-40.
Goertz, G., (2017). Multimethod Research, Causal Mechanisms, and Case Studies: An Integrated Approach. New Jersey: Princeton University Press.
Hesse-Biber, S., and Johnson, R. B. (2015). The Oxford Handbook of Multimethod and Mixed Methods Research Inquiry. London: Oxford University Press.
Huber, S. G., (2004). School Leadership and Leadership Development: Adjusting Leadership Theories and Development Programs to Values and the Core Purpose of School. Journal of Educational Administration. Vol 42, No, 6, pp 1-15.
Moorosi, P., and Grant, C., (2013). Leadership Preparation and Development Final Report- Preparing and Developing School Leaders: The African Perspective.
Normore, A. H., & Lahera, I. A. (2018). The evolution of educational leadership preparation programmes. Journal of Educational Administration and History, 1–16. doi:10.1080/00220620.2018.1513914
Pallant, J., (2016). SPSS Survival Manual: A Step by Step Guide to Data Analysis Using IBM SPSS. Sydney: Allen & Unwin.
Williams, P., (2019). School leader preparation and development programs: What teachers want.
Teach. Vol 14, No, 1, pp 1-8.
Woods, P. A., Jarvis, J., Roberts, A., and Culshaw, S., (2020). School Leadership Preparation and Development in England.
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