Higher Education in the Arab World: Government and Governance 3030581527, 9783030581527

Table of contents :
Introduction
Publications by the Arab Academy of Sciences
Contents
1 Review of the Roles of Governments and Universities and Their Interrelationships: An Urgent Need for Governance Reform in the Arab World
1.1 Introduction
1.2 Governments and Sovereignty
1.2.1 What Are Governments?
1.2.2 Diversity of Types of Government, Sovereignty, Nationality, Citizenship, Suffrage, and Voting System—The Quest for Democracy
1.2.3 Democracy Is Vulnerable
1.2.4 Local and City Government
1.2.5 What Arab Governments Should Do in Theory and in Practice
1.2.6 National Economies
1.2.7 Trade and Commerce
1.3 Universities
1.3.1 What Are Universities in Theory and in Practice?
1.3.2 Academics as Part of a Global Community
1.3.3 What University-Governance Strategies Are There?
1.3.4 High-Quality Leadership, Governance, and Management: Universities and Governments Need All Three
1.3.5 Relationship Between Public-Sector Research Institutes and Universities
1.3.6 Spreadsheets
1.4 Corruption: Issues for Governments and Universities
1.5 Sustainable Development Goals
1.6 Role of Sovereign-Wealth Funds
1.7 Conclusions
References
2 Friend or Foe? Governors and Governance in Higher Education
2.1 Introduction
2.2 History of Governance
2.3 Failures in University Governance
2.4 Governance in a Crisis
2.5 Evolution of University Governance
2.6 What Are Governing Bodies For?
2.7 Good Governance
2.8 Government and Governance
2.9 Conclusion
References
3 Government and Governance in Arab Universities: Alignment or Conflict
3.1 Introduction
3.2 Models of Governance for the Management of Higher Education
3.2.1 American Universities
3.2.2 Australian Universities
3.2.3 African Universities
3.2.4 European Universities
3.3 How Arab Universities Regulate Governance of Quality
3.4 How Tough Is Quality Control
3.5 Quality Still on Paper in Many Arab Universities
3.6 Alignment of Governance to Quality
3.7 From Autonomy to Subordination and Alienation
3.7.1 Moving Forward
3.7.2 Moving Downward
3.8 From Decentralised to Centralised Higher Education: Case of Jordan
3.9 Conclusion
References
4 Governance and Decision-Making in Arab Universities
4.1 Introduction
4.2 Higher-Education Governance in the Arab World
4.3 The Current Governance Practices in Arab Universities
4.4 Role of the Association of Arab Universities in Setting Clear Guidelines for Good University Governance
4.5 Conclusion
References
5 Innovation as a Principle in University Governance: A Holistic Approach for Arab Universities
5.1 Introduction
5.2 Governance Models
5.3 Typologies of Institutional Governance
5.4 Academic Research and Development in the Arab World
5.5 Transformation of Challenges into Opportunities
5.5.1 A New Age for Renaissance: The Way Forward for the Arab World
5.6 How Would Enabling Government Legislation and Good Academic Governance Contribute to a New Age of Renaissance for the Arab World?
5.7 What Ought to be Targeted when Government Legislation and Academic Regulations and Governance are Tailored to Contribute to an Innovation-Supporting Ecosystem?
5.7.1 Government Legislation
5.7.2 Academic Governance (Regulations and Bylaws)
5.8 Conclusion
References
6 The Relationships Between Universities and Governments in the Arab World
6.1 Introduction
6.2 Governance Setup and Relationship Between Stakeholders
6.2.1 Egypt
6.2.2 Jordan
6.2.3 Morocco
6.2.4 United Arab Emirates (UAE)
6.3 Strategic Function Relationships: Strategic Planning and Goals Setting
6.3.1 Egypt
6.3.2 Jordan
6.3.3 Morocco
6.3.4 United Arab Emirates
6.4 Management Function: Decision-Making and Decision-Taking, Accountability, and Autonomy of Universities
6.4.1 Egypt
6.4.2 Jordan
6.4.3 Morocco
6.4.4 United Arab Emirates
6.5 Operation Function: Institutional-Level Management
6.6 Information Function: Data and Periodic Evaluation and Reporting
6.6.1 Egypt
6.6.2 Jordan
6.6.3 Morocco
6.6.4 United Arab Emirates
6.7 New Trends on Universities Operation Management Using ICT and Artificial Intelligence
6.7.1 Government-Led Projects
6.7.2 Internationally Funded Projects
6.7.3 University-Led Projects
6.8 Discussion
6.9 Conclusion
6.9.1 Governments
6.9.2 Universities
References
7 The Implementation of Good Governance at Jordanian Universities: A Fiction or a Reality?
7.1 Introduction
7.2 Governance in Higher Education: An Overview
7.3 Governance at Arab Universities
7.4 Governance at Jordanian Universities
7.5 Governance at the University of Petra
7.6 Conclusion
References
8 Reforming Higher-Education Governance: A Case Study of Jordan
8.1 Prelude
8.2 The Drivers of Reform
8.3 Understanding Governance
8.4 Governance Reform and New Public Management
8.5 Autonomy as a Type of Governance Reform in Higher Education
8.6 Autonomy and Academic Freedom
8.7 Accountability
8.8 Good Governance
8.9 The Case of Jordan
8.10 Jordan’s Higher Education Governance Structure
8.11 Challenges of Higher Education in Jordan
8.12 Recent Higher Education Reforms in Jordan
8.13 Proposed Jordanian Higher Education Reforms
8.14 Concluding Remarks
Appendix A
References
9 Government, Governance, and the University: The Case for Lebanon
9.1 Introduction
9.1.1 The City States of Phoenicia
9.1.2 The Ottoman Empire
9.1.3 The French Mandate
9.2 Current Position of Government and Governance
9.2.1 Basis of the Lebanese Legal System: French Roman Law
9.2.2 Involvement in the Formation of the United Nations (UN)
9.2.3 Present-Day Lebanon and the Sectarian Modus Operandi
9.2.4 Allow Universities to Open Unregulated
9.2.5 Failure to Separate Powers: Executive, Legislative, and Judiciary
9.2.6 Failure to Create a Balanced Economy
9.2.7 The Financial Crisis and the COVID Pandemic
9.2.8 Constitutional Change?
9.3 Rationale for Change
9.3.1 Dealing with Corruption in Its Various Forms
9.3.2 Encourage Inward Investments
9.3.3 Rebalance the Economy—Production Needed
9.3.4 Peaceful Co-existence
9.3.5 Development of Intellectual Property Rights
9.4 What Has to Change?
9.4.1 Ethics and the Moral Basis of Human Rights
9.4.2 Separation of Powers
9.4.3 Enforcement of Laws
9.4.4 The Right Way to Bring Back External Investors
9.4.5 Break Cartels and Enact Antitrust Laws
9.4.6 Set Standards (e.g. Quality Assurances)
9.4.7 Transparency/Democracy
9.5 Pivotal Role of Universities
9.5.1 Peaceful Transition to Enter the Global Knowledge Economy
9.5.2 Source of Advice and Knowledge
9.5.3 Assist in Evidence-Based Policy Formation
9.5.4 Provide Educated Cohorts of Graduates and Postgraduates
9.6 Resistance to Change
9.6.1 Priority of Targets to Tackle
9.7 Use of Various International Bodies
9.8 Local, City, or Regional Government
9.9 Similarities and Dissimilarities with Other Arab Countries
9.10 Special Section on Corruption
9.10.1 Obstruction to Bring in External Advisors and Assessors and Auditors
9.10.2 Challenge of Enacting Appropriate Laws
9.11 Conclusion
References
10 Review of Governance Policies and Practices in Lebanese Higher-Education Institutions
10.1 Introduction
10.2 Lebanese Higher-Education System
10.3 Challenges to Good Governance
10.4 The Development of an Effective High Authority
10.5 Conclusion
References
11 Higher Education in the Arab World: Governance and Management from the Perspective of Oman and Sohar University
11.1 Introduction
11.2 Background of Higher Education in Oman
11.3 Background of Sohar University
11.4 Sohar University Governance and Framework Charter
11.5 Characteristics of SU Governance and Management
11.6 SU Approach on Articulating Its Governance & Management
11.7 Analysis and Findings
11.8 Conclusion
References
12 Stakeholder Involvement in Maghreb University Governance: Trends and Obstacles
12.1 Introduction
12.2 Historical Perspective
12.3 Modern Higher Education: Organisation and Context
12.4 Trends in Higher Education Reform
12.4.1 Morocco
12.4.2 Algeria
12.4.3 Tunisia
12.5 Stakeholder Participation
12.6 Conclusions
References
13 The Governance of Higher Education in Post-war Syria
13.1 Introduction
13.2 The Higher-Education Sector in Syria Pre-2011
13.3 Major Reform Efforts in Higher Education Post-2000
13.4 Reform Impact
13.5 Weaknesses
13.6 Impact of the Crisis on the Higher-Education Sector
13.7 Governance of the Higher-Education Sector During the Crisis
13.8 The Higher-Education Sector in Syria Post the Crisis
13.8.1 Legal and Institutional Reforms
13.8.2 Curricular Development
13.8.3 Rebuilding Human Resources
13.8.4 International Collaboration
13.8.5 Research
13.8.6 Transition to Employment
13.9 Conclusion
References
14 Higher-Education Governance: A Futuristic Outlook
14.1 Introduction
14.2 The Future
14.2.1 Ultra-Rapid Changes
14.2.2 Science Breakthroughs
14.2.3 Artificial Intelligence
14.2.4 Lifestyle
14.2.5 World Economy
14.2.6 Refugees and Immigrants
14.2.7 Water-Availability Crisis
14.2.8 Renewable Energy
14.2.9 Food-Production Dilemma
14.3 Future Higher Education
14.3.1 Students
14.3.2 Curricula
14.3.3 Interdisciplinarity
14.3.4 Flexible Programmes
14.3.5 Blended Learning
14.3.6 Partnership
14.3.7 Target Orientation
14.3.8 Talent Discovery
14.3.9 Critical Thinking
14.3.10 Constructive Entertainment
14.3.11 Making Things
14.3.12 Entrepreneurship
14.4 Major Partners
14.4.1 Academia
14.4.2 Students
14.4.3 Industry
14.4.4 Government and Finance
14.4.5 Administration
14.5 Governance
14.5.1 General
14.5.2 Transparency
14.5.3 Democracy
14.5.4 Dialogue
14.5.5 Empowerment
14.6 Internationalisation
14.6.1 General
14.6.2 Student and Staff Mobility
14.6.3 Joint Research Projects
14.6.4 Joint Courses and Certificates
14.7 Conclusions
References