1. The UK Higher Education System: Perceptions in Saudi Arabia 19. 03. 2015 Faisal M. Almohanna Abaalkhail Saudi Arabian Cultural Attaché in London

2. Global Demand for Higher Education The vast growth in demand for Higher Education is fuelled by the interaction of economic growth and industries demand for more skilled workers, thus increasing competitiveness. An increasing number of young people aspire for a degree from a renowned university within a framework of a knowledge-based economy and society. UK international students population is increasing at an annual rate of 12%. Internationalisation of UK Higher Education was estimated to be worth £8 billion in 2008/2009. Global International Students is a $100 billion business.

3. Global Demand for UK Higher Education UK International Student Numbers: [ Source: BIS Research Paper no.129: The Wider Benefits of International Education in the UK, September 2013] 2011/2012: o 46% at Post-Graduate Taught o 41% at Post-Graduate Research o 13% at Undergraduate Level o Constituting around 20% of the UK’s total student population

4. Saudi Demand for Higher Education This continued interaction and increasing demand for Higher Education is also manifested in Saudi Arabia. Our emerging knowledge-based economy relies heavily on our ability to produce the required workforce which compels us to turn to quality and internationally recognised higher education providers. Since 2005, the Scholarship Programme has been vital in producing the required workforce and enhancing capacity building of our national institutions.

5. Appeals of UK Higher Education to Saudi Students Quality of Education Internationally Recognised Qualifications The Language Medium Established STEM Courses (science, technology, engineering and mathematics) Solid Infrastructure for Higher Education Short Master’s Courses Easy Transition/Access to World Class PhD Research Programmes

6. Appeals of UK Higher Education to Saudi Students Continued.. Adequate Pool of Highly Qualified Teaching Staff Across All Disciplines Flexible Admission Procedures Reliable Assessment of Reseach Outputs, Impact and Environment (REF) Large-scale Student Satisfaction Surveys (NSS) Accomodating to and Respectful of Cultural Needs Simple Visa Procedures...

7. Impact of Fast Growth on Perception Due to the fast growth in recruitment, there has been a discrepancy between the positive perceptions of the UK higher education and current realities (in some universities). The fundamental role and mission of universities have changed. Some are no longer driven by the primary mission to educate and share knowledge across frontiers. Increasingly, universities are being asked to help the government improve national economic performance and GDP, as Higher Education is now branded as an Education Export. Fast growth in a number of universities, if not carefully managed, is characterised by: Lowering of standards, Poor student care and satisfaction, Over emphasis on generating revenue.

8. Impact of Fast Growth on Perception At Undergraduate (Bachelor's) Level: Increasing number of students admitted to degree programmes with insufficient command of English Language despite completion of bridging Foundation Programmes. Low or non-existent academic support schemes, outside of lecture hours contributing to overall poor performance. Academic standards being overlooked allowing students to progress within their degree programme, resulting in incompetent graduates.

9. Impact of Fast Growth on Perception At Postgraduate-Taught (Master’s) Level: Pre-master’s programmes are heavily loaded with Language teaching but low academic course contents. Some master’s programmes have low face-to-face teaching and more off- campus studies. Poor assistance and supervision with projects and assignments. Insufficient adherence to strict course objectives, resulting in incompetent graduates.

10. Impact of Fast Growth on Perception At Postgraduate-Research (PhD) Level: Some universities have very poor PhD management systems: Rules and procedures, from the roles and responsibilities of supervisors to the oral exam/test (viva voce), are not properly explained to students nor are they readily available on university publications. Some students are offered letters of acceptance to commence their PhD programmes without having the relevant supervisors in place. Mismatch of supervisor with the intended research topic. Inefficient research supervision and guidance, with long periods of non- contact between supervisor and student.

11. Impact of Fast Growth on Perception Continued.. Long delays in providing feedback or returning requested guidance to progress research work. Annual reports do not reflect actual progress and standards achieved and do not correlate to submitted work. No adequate replacement when supervisors leave university at short notice causing delays in completion. Lack of required equipment and facilities pertaining to research studies undertaken.

12. Impact of Fast Growth on Perception Bench Fees: There is very little or no information available for students and sponsors concerning Bench Fees. Calculating Bench Fees is arbitrary, and there seems to be no rules or guidance in that respect. There is no accountability or disclosure of information about how Bench Fees are spent. It is our view that Bench Fees are excessively high and in some cases totally inappropriate.

13. Impact of Fast Growth on Perception PhD Oral exam (viva voce) and Appeals Procedures: Many Universities do not have provision for an independent non-examining chair during viva examination which results in any claims of bias, discrimination or procedural irregularities being difficult to prove (contrary to the guidance of the OIA). PhD appeal procedures are difficult to obtain and very often difficult to understand and follow, even by university staff. There are many cases of procedural irregularities which can only be established by appointing overpriced lawyers, an option students may not always have. Often there are serious long delays in dealing with appeals, resulting in adverse consequences on students from visa expiration to exhaustion of sponsorship allowance. Very often students have to leave the country and return later to deal with appeals.

14. Exceptional Difficulties or National Trends? The difficulties and the problems our students are facing may not be in isolation: More than 20,000 students complained to their universities in 2013. Complaints are increasing between 20 – 25% per annum. OIA received 2012 complaints in 2012. Most complaints relate to academic issues (grade and results) for which OIA has no jurisdiction. Compensation in excess of £2 million since 2010 has been paid. All universities across the UK are affected. It has been stated that many universities are spending more on marketing for future students than on dealing with current complaints of existing students.

15. Exceptional Difficulties or National Trends? Continued.. It has been confirmed that even though universities have documented formal complaint procedures, more often than not students are not aware of the procedures and that universities do not always implement them. Some universities discourage students from complaining. It has been confirmed that International Postgraduate students tend to complain more than domestic students. There is also a growing trend of students going to courts of law to seek redress to their grievance even before full investigation by OIA.

16. Concluding Remarks Although the Saudi perceptions of UK Higher Education remains overall positive, the problems and difficulties highlighted above need to be addressed to ensure continued and jointly beneficial partnership with Institutions of Higher Education in the UK. Sir Drummond Bone’s recommendation may be inspiring: “Even if recruitment of students to study in the UK remains an objective, it will increasingly have to take place in a context of bilateral and multilateral internationalisation” [ Source: Bone report on Internationalisation of Higher Education]