A Proposed Ranked-Based Ranking Model on the Impact of International Ranking of Higher Education Institutions on Higher Education Reform in the Kingdom of Saudi Arabia - Proposal

Oct 15, 2026

Uploaded by Mimi

The study measures how international higher-education rankings influence higher-education reform in Saudi Arabia and develops a ranked-based ranking model for the Saudi system. Using an anon-experimental design, it analyzes quantitative data from five ranking types (Webometrics, Shanghai, QS, Times Higher Education, and Leiden) and qualitative information from the Saudi Ministry of Education, alongside a researcher-proposed ranked-based ranking approach. Findings highlight progress since major education reform initiatives, while suggesting current and emerging challenges may slow momentum under Vision 2030, with the model treated as country-specific.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages28

Reading Time1 h 11 min

AccessFree to download

Introduction

Background on the Kingdom of Saudi Arabia and regional education context

Purpose and scope of the study

Data sources and proposed ranked-based approach

A Proposed Ranked-Based Ranking Model on the Impact of International Ranking of Higher Education Institutions on Higher Education Reform in the Kingdom of Saudi Arabia By Ahmed Alduais􀀍 To measure the impact of international ranking of higher education institutions on higher education reform in the Kingdom of Saudi Arabia and to propose a ranked-based ranking for the Saudi higher education institutions in addition to a ranking development model. Anon-experimental study based on the quantitative data retrieved from five types of rankings (Webometrics, Shanghai, QS, Times Higher Education and Leiden) and qualitative data from the Ministry of Education, in addition to the measure proposed by the researcher (Ranked-based ranking)—are all analysed using descriptive statistics and content analysis. The big gap between the establishment of the Kingdom (1932), the the discovery of the oil (1939) the first established higher education institution (1957), realising the importance of higher education internalization after (2000) and first inclusion of Saudi higher education institution(s) in international rankings (2006)—all indicate aslow progress on educational sector in the Kingdom, especially when compared to the the many pluses the country have. However, the achievements of the Kingdom since the launch of King Abdullah’s Education Reform and Development programme have made a minor difference and resulted into having the Kingdom being ranked among the top Arab countries and mong the international higher education rankings. Yet, when comparing this to the new vision 2030—new challenges are rising and this progress seems to be turtling again. What has been achieved so far is a big plus in the history of the Kingdom; what is being intended to be achieved seems to be a shy step and a minor objective; the proposed ranked-based ranking model could be developed towards a comprehensive ranking system; and the proposed model for improving ranking is country specific and might not work for other countries Keywords: Higher education in Saudi Arabia; university rankings; higher education institutions; Ranking model. Introduction The Kingdom of Saudi Arabia (KSA), referred to in many websites as (Saudi Arabia: SA) is one of the Arabian States, mainly the oil-states. Basically, the Arab World (AW) consists of 22 countries spreading over the Arabian Peninsula, the Eastern Mediterranean (West Asia) and North Africa. Arab League (AL) that was established in 1945 includes also the 22 Arabian countries. These 22 countries in addition to some other countries (i.e. Cyprus, Iran, Israel and Turkey) are referred to as the Middle East countries. Arabic is the official language in 􀀍PhD Student, Institute of International & Comparative Education, Faculty of Education, Beijing Normal University (BNU), Beijing, PRC. [https://doi.org/10.30958/aje.6-4-5](https://doi.org/10.30958/aje.6-4-5) doi=10.30958/aje.6-4-5 the AW with some other dialects and/or languages that are used in some countries (e.g. Amazigh in Morocco, Swahili in Yemen, etc.) . Islam is also the major religion in generally all the countries with other religions in some countries like Christianity in Egypt and Lebanon, and Jewish in Yemen, etc. (Christina, Mehran,& Mir, 2007) . The AW includes one of the largest economies in the world GDP, namely, Kingdom of Saudi Arabia. It also includes some of the richest countries in the world (e.g. Qatar, Kuwait, Oman, UAE, Bahrain, Saudi Arabia, Iraq, Libya, etc.). Given this, the AW is divided economically into three categories: oil-states (high income countries), non-oil states (middle income countries) and minor-oil states (low income countries) . While the high income countries depend on oil production, both minor and non-oil states depend on human capital—migrating to the oil states (Christina, Mehran, & Mir, 2007) . Christina, Mehran & Mir (2007) accounted for education in the Middle East and the major impacting factors for education

FAQs

What does the proposed study aim to do about international university rankings in Saudi Arabia?

It measures the impact of international ranking systems on higher-education reform in Saudi Arabia and proposes a ranked-based ranking approach for Saudi higher education institutions.

What data sources are used in the research?

The research uses quantitative data from five ranking types (Webometrics, Shanghai, QS, Times Higher Education, and Leiden) and qualitative data from the Ministry of Education.

How does the study interpret Saudi higher-education progress and future challenges?

It notes improvements following major education reform programs and international inclusion, but argues that Vision 2030 introduces new challenges that may slow progress again.

Oct 15, 2026

Uploaded by Mimi