Rhetoric Programmes in Saudi Universities: Movements of change By: Hanadi Behairi, PhD, SOAS Associate Professor of Arabic Rhetoric Umm al-Qura University, Makkah, Saudi Arabia 09/10/1439 Hanadi Behairi, UQU Saudi Arabia

Contents Number of universities offering Rhetoric programs Curriculum mapping of Rhetoric programs Problems raised NCAAA (The National Commission for Academic Accreditation and Assessment) NCAAA general standards Center for quality and international academic accreditation for Islamic and Arabic studies National Standards for Arabic Language programs Movements of change Re-designing the curriculum New subjects Needs of the labor market Obstacles Suggested solutions 09/10/1439 Hanadi Behairi, UQU Saudi Arabia

Saudi Universities Number of universities offering Rhetoric programs Number of Saudi universities Only two Saudi universities created Rhetoric programmes independently of Arabic language and literature colleges; Umm al-Qura University in Makkah (1981) Muhammad bin Saud University in Riyadh (1964) 09/10/1439 Hanadi Behairi, UQU Saudi Arabia

Curriculum mapping of Rhetoric programs Principles of rhetorical writing 2. Rhetoric 3. Searching the library for rhetorical sources 4. Semantics 5. Inimitability of the Qur’an 6. Literary criticism 7. Figures of speech 8. History of Arabic Rhetoric and Criticism 9. Embellishment 10. Stylistics 11. Rhetorical studies of Hadith 12. Rhetorical studies of the Qur’an 13. Modern criticism 14. Studying a rhetorical heritage book 15. Rhetorical studies of Arabic poetry 09/10/1439 Hanadi Behairi, UQU Saudi Arabia

Problems raised 09/10/1439 Hanadi Behairi, UQU Saudi Arabia Weaknesses of learning outcomes Graduate students lacking rhetorical skills unemployment among university graduates. Teaching Rhetoric in schools in a theoretical rather than a practical way. 09/10/1439 Hanadi Behairi, UQU Saudi Arabia

Hanadi Behairi, UQU Saudi Arabia 2004- 2008 Shifting time 09/10/1439 Hanadi Behairi, UQU Saudi Arabia

NCAAA (The National Commission for Academic Accreditation and Assessment ) The National Commission for Academic Accreditation & Assessment was established in 2004 by the Higher Council of Education in Saudi Arabia with the responsibility to establish standards and accredit institutions and programs in post-secondary education. The system for quality assurance and accreditation is designed to support continuing quality improvement and to publicly recognize programs and institutions that meet the required quality standards. The objective is to ensure good international standards in all post-secondary institutions and in all programs offered in Saudi Arabia. Students, employers, parents and members of the community should be able to have complete confidence that what has been learned by students, the research conducted, and the services provided are equivalent to good international practice. Accreditation of an institution or a program will give public recognition that these standards have been achieved. Saudi Arabian qualifications should be accepted without question anywhere in the world. 09/10/1439 Hanadi Behairi, UQU Saudi Arabia

National Standards for Academic Programs The Commission has developed a set of standards for quality assurance and accreditation of higher education institutions in eleven general areas of activity. Mission Goals and Objectives Governance and Administration Management of Quality Assurance and Improvement Learning and Teaching Student Administration and Support Services Learning Resources Facilities and Equipment Financial Planning and Management Employment Processes Research Institutional Relationships With the Community These standards are based on what is generally accepted as good practice in higher education throughout the world and are adapted to the particular circumstances of higher education in the Kingdom of Saudi Arabia. 09/10/1439 Hanadi Behairi, UQU Saudi Arabia

Center for Quality and International Academic Accreditation for Islamic and Arabic Studies The center was established in 2008 at Umm al-Qura University to be the first to accredit Arabic courses taught to Muslims and non Muslims The main objective of the center is to examine Arabic Language programs leading to BA degrees around the world in order to ensure that they meet the standards of learning Arabic language and literature and assuring learning outcomes. 09/10/1439 Hanadi Behairi, UQU Saudi Arabia

National Standards for Arabic Language programs In 2010, NCAAA realized that Arabic language and religious programs need specific standards for two main reasons: (1). The weak learning outcomes (2) The wide variation of these programs across Saudi universities which makes course equalization difficult. They establish committees to write detailed specifications for all Arabic language courses and assign every course a weight such as (10%, 5%) on the curriculum mapping. 09/10/1439 Hanadi Behairi, UQU Saudi Arabia

Movement of change Since 2010 a big movement of change has been noticed among Arabic language programs in Saudi universities. They start to compare and contrast their programs with other Arabic programs in the Arab region and around the world in order to write benchmarking reports. They take care of key performance indicators for academic programs to get to the roots of the core problem of weak graduates. They study the labor market requirements and their job descriptions to match their needs both in the public and private sectors. They focus on survey analyses for staff and students to find a suitable solution to students’ poor performance levels. They emphasize the findings and recommendations of course reports and self study programs . They organize training and skills development programs for both staff and students. 09/10/1439 Hanadi Behairi, UQU Saudi Arabia

Arabic Rhetoric program in Saudi universities 2016 Arabic Rhetoric program in Saudi universities 09/10/1439 Hanadi Behairi, UQU Saudi Arabia

What is next? After more than twenty years of curriculum mapping, many problems have risen in terms of the value of the content and the interrelationship between the theoretical and practical usage of Rhetoric as a kind of art and science. Therefore, the main problem facing graduate students is finding a job in the labour market, not because of the lack of needs, but rather due to the inability of the students to practise and apply rhetoric to serve their society. This shows that the skills of these students are weak and undeveloped and employers require high quality skills which do not match the average graduating student’s abilities. This results in an increase in the unemployment rate of Rhetoric graduates. 09/10/1439 Hanadi Behairi, UQU Saudi Arabia

Re-designing the curriculum Rhetorical sciences methodologies of applying rhetorical sciences in order to analyse Arabic literature (poetry and prose) understanding rhetoric in the Quran and Prophet Muhammad’s speech. 09/10/1439 Hanadi Behairi, UQU Saudi Arabia

New subjects and learning outcome Rhetorical analysis and computer science – Computer Science department Rhetorical study of media- Media department Rhetorical study of political speech- Politics department Rhetoric and social needs- Social service department Rhetorical techniques in the investment and business sector- Islamic Economy department Rhetoric in health services (patient relationships)- Medicine department Comparative rhetorical studies- Arabic and English departments Rhetoric and knowledge-based economy - Business department 09/10/1439 Hanadi Behairi, UQU Saudi Arabia

Academic obstacles 09/10/1439 Hanadi Behairi, UQU Saudi Arabia

Needs of the labor market Private sector (lack of skills) Public sector (Ministry of Civil Service) no job descriptions no job titles 09/10/1439 Hanadi Behairi, UQU Saudi Arabia

Suggested solutions 09/10/1439 Hanadi Behairi, UQU Saudi Arabia