TOWARD GENUINE TRANSFORMATIONS: THE INTERNATIONALIZATION OF

HIGHER EDUCATION IN SAUDI ARABIA

by

Rami A. Khayat

A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy

Department of Leadership, Higher and Adult Education

Ontario Institute for Studies in Education University of Toronto

© Copyright by Rami A. Khayat 2017

ii

TOWARD GENUINE TRANSFORMATIONS: THE INTERNATIONALIZATION OF

HIGHER EDUCATION IN SAUDI ARABIA

Rami A. Khayat

Doctor of Philosophy

Department of Leadership, Higher & Adult Education

Ontario Institute for Studies in Education University of Toronto

2017

Abstract

This qualitative study researches the effects of internationalization in higher education on

individuals and home nations. Data collection included interviewing 20 students sponsored

by the King Abdullah Scholarship Program (KASP), an internationalization program,

investigating two of the program’s objectives: developmental and cultural. This study also

included a review of governmental materials, prior research on the scholarship program, and

scholarship on the process of internationalization. This study reveals three angles regarding

the kinds of experiences graduates had with the KASP scholarship program. First, the

national and international purposes of this internationalization program unfold from the

experiences of the graduates. Second, residing in another fully-developed nation helps KASP

students experience what the state-sponsoring nations want their own citizens to experience

for both personal and national aims. Third, the effects of internationalization on KASP

graduates’ job journeys articulate the future path for credential-holders on their way home.

This research concludes to say that sponsored students coming from developing nations in

such program manage to partially inherit, indirectly, from the developed settings, in this case

Canada, what this research calls global citizenship. Furthermore, graduates’ experience with

internationalization processes prepares them for the markets for their profession, but there

should also be additional efforts from the sponsoring states which ease the return and future

employment of the graduates to their sponsored nation – their home. In conclusion, the

findings from the study suggest that internationalization grants nations and individuals many

tools that can play vital role in shaping today’s developing world.

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Acknowledgements

Appreciation is the least I can give after all the love, care, and effort – amongst much more –

that has been given to me while I am enjoying the journey of writing this piece of work.

Topping the list for appreciation throughout this entire journey is the person who has borne

witness to all the sweat and effort put forth, the person who continues to pave the way for me

and my children: my beautiful wife, Rawdha Radwan. Her struggles supersede any struggle I

have encountered, as she cares relentlessly about both myself and my work. She has never

failed to provide meals to nourish me, to care for our children, and to tend to our home. On

top of all that, she is an accomplished successful individual with a Master degree in education

and many publications with a network I would dream to have. Her basis on all she does is

only love – and Rawdha, I love you.

To those responsible of my being, my father: AbdulRahman Omar Khayat, and my mother:

Najeeba Mohammad Altaher, I say two things. First, I owe you a lot and beyond a lot for all I

had, have, and will have. Second, never I forget your endless prayers and phone calls all

throughout my life in Canada and elsewhere. You gave life to me and I promise to give more

to you dad and mom. I am just a little piece of you, thank you. Another piece from you is my

sister, Ghuzlan. The true mom, the loving sister, the network of our family, and the good wife,

to you I say thanks for all you shared and still sharing with me. Two last pieces from my

parents are my brothers: Khalid and Hisham. You both are pilots in your airlines and you

always the greatest at flying my troubles away. Respect is what I owe you and much more I

promise you and your kids.

To my children: Leen, my oldest, Whard, my rose, and Osama, my man, you are pieces that

complete my life and that refine my work. Leen supported me immensely with her notes,

messages and unconditional love. Whard, who was born within the first few weeks of my

doctoral journey, passed many smiles and incomparable hugs each time I returned home.

Osama, who was born right in the middle of my doctoral journey, is my baby boy, the little

man in my world who loves me endlessly. With them, and because of them, I am the father,

the very proud father that I know I always will be.

Life is better with friends, good friends specifically. In Canada, Wendy Dunlop and Matthew

Smith. In Saudi Arabia, AbdulRahman Alnaser and Hatem Haneef. All have taught me what

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true friendship means: borderless relationship, countless advice, always supportive, and

present in your life all times. Thank you all and I miss you Canadians and I am with you

Saudis.

The University of Toronto, The Ontario Institute for Studies in Education, the department of

leadership, higher, and adult education, and doctor Steven Anderson are all blessings from

God and hard work. Sometimes I feel I do not deserve what all these have given me and at

the same time they inherited in me the real Muslim within me, a human being. The

enlightenment I am leaving Canada with is something God should be proud of. Thanks

Canada.

Every single word, or I may say each and every single letter in this doctorate journey would

have never happened if King Abdulla Scholarship Program did not exist. Thank you Saudi

Arabia for all you are doing for your citizens and the promise is that your investment in your

youth would never be ignored nor forgotten. The change you planned for the nation is

happening and the best is yet to come and shine. Saudi Arabia you matter to the world and

more to me.

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Table of Contents

Abstract ..................................................................................................................................... II Acknowledgements .................................................................................................................. III Table Of Contents ..................................................................................................................... V List Of Tables ........................................................................................................................ VII List Of Figures ...................................................................................................................... VIII

CHAPTER 1: CONTEXT OF THE STUDY ............................................................................ 1 1.1. Rationale ............................................................................................................................. 1 1.2. Research Question .............................................................................................................. 2 1.3. Significance ......................................................................................................................... 3

CHAPTER 2: REVIEW OF THE LITERATURE .................................................................... 5 2.1. Introduction ......................................................................................................................... 5 2.2. Saudi Arabia ........................................................................................................................ 5 2.3. Islam .................................................................................................................................... 6 2.4. Higher Education in Saudi Arabia ...................................................................................... 8 2.5. Internationalization ........................................................................................................... 12

2.5.1. Internationalization Motivations ................................................................................ 15 2.5.2. Background to the King Abdullah Scholarship Program (KASP) ............................. 17 2.5.3. KASP and Global Citizens ......................................................................................... 22 2.5.4. KASP and the Knowledge-Based Economy .............................................................. 26

Conclusion ............................................................................................................................... 29

CHAPTER 3: CONCEPTUAL FRAMEWORK ..................................................................... 30 3.1. Introduction ....................................................................................................................... 30 3.2. Conceptual Framework ..................................................................................................... 30 Conclusion ............................................................................................................................... 36

CHAPTER 4: METHODS ....................................................................................................... 38 4.1. Introduction ....................................................................................................................... 38 4.2. Sampling ........................................................................................................................... 38 4.3. Methodology ..................................................................................................................... 39 4.4. Interview Protocol ............................................................................................................. 41 4.5. Ethical Review .................................................................................................................. 43 4.7. Participants’ Profile .......................................................................................................... 44 4.8. Observations on the Recruitment Process ......................................................................... 47 4.9. Notes from the Interviews ................................................................................................. 47 4.10. Interview Limitations ...................................................................................................... 48 4.11. Data Analysis .................................................................................................................. 49 Conclusion ............................................................................................................................... 50

CHAPTER 5: FINDINGS........................................................................................................ 51 5.1. Introduction ....................................................................................................................... 51 5.2. Section One: Saudi Global Citizens Pathway – Introduction ........................................... 53

5.2.1. The Purpose of KASP: The Developing Saudi Arabia vs. The Developed Canada .. 54 Summary .............................................................................................................................. 59 5.2.1.1. The Abroad Education (Canada) vs. The Local Education (Saudi Arabia) ............ 60

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Summary .............................................................................................................................. 65 5.2.1.2. The Saudi Student vs. The Global Citizen .............................................................. 65 Summary .............................................................................................................................. 71

5.3. Section Two: Securing Employment Pathway – Introduction .......................................... 71 5.3.1. Employment Hopes vs. Market Realties .................................................................... 72 Summary .............................................................................................................................. 79 5.3.2. Support vs. Lack of Support from KASP ................................................................... 80 Summary .............................................................................................................................. 84 5.3.3. Your Scholarship vs. Your Career ............................................................................. 84 Summary .............................................................................................................................. 90 5.3.4. Responsibility and Choices of the Future .................................................................. 90

5.4. Findings Summary ............................................................................................................ 97

CHAPTER 6: DISCUSSION ................................................................................................... 98 6.1. Introduction ....................................................................................................................... 98 6.2. The Findings in Terms of the Conceptual Framework ..................................................... 98 6.3. The Literature Review in Terms of the Coneptual Framework ........................................ 99 6.4. The Discussion in Terms of the Conceptual Framework ................................................ 100

6.4.1. Human Capital Theory and Global Citizenship ....................................................... 100 6.4.2. Human Capital Theory and Employment ................................................................. 103

6.5. Conclusion: Human Capital Theory & KASP ................................................................ 106

CHAPTER 7: CONCLUSION .............................................................................................. 107

REFERENCES ...................................................................................................................... 113

BIBLIOGRAPHY (SELECTED) .......................................................................................... 125

LIST OF APPENDICES ........................................................................................................ 140 Appendix A ............................................................................................................................ 140 Appendix B ............................................................................................................................ 142 Appendix C ............................................................................................................................ 143 Appendix D ............................................................................................................................ 145 Appendix E ............................................................................................................................ 146 Appendix F ............................................................................................................................. 147 Appendix G ............................................................................................................................ 148

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List of Tables

Table 1. King Abdullah Scholarship Program (KASP) Vision, Mission and Objectives …. 19 Table 2. Breakdown of KASP Objectives ………………………………….…………….... 21 Table 3. Oxfam’s Perspective of Key Elements for Responsible Global Citizenship ……... 24 Table 4. Chronology of Human Capital Theory ………………………………….………... 31 Table 5. Two-Part Interview Questions …………………………………….…………….... 41 Table 6. Sample Population Overview……....………………….……………..………….... 46 Table 7. Discussion Overview ………………………………….……………..………….... 98

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List of Figures

Figure 1. Conceptual Framework ……………………………………..…….…………….... 37

Figure 2. Data Analysis Sequence ………………………………….……………………..... 52

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Chapter 1

Context of the study

1.1. Rationale The rules are different in the Middle East now. The 2011 events arising in the Arab Spring

have galvanized individuals not only in revolutionized countries, but all around the Arab

world as well, to reclaim their lives and rights. Over the past few years, attention has turned

toward the Middle East as attempts at creating more democratic nations have been made

throughout the region. For a long time, Arab countries have been autocratic and dictatorial

regimes in which,

[p]eople were yearning for justice and equality for democracy and freedoms but with no

effective result until the revolution came. It was not a revolution of the hungry or the

miserable, though lots of people were in need, but it was a revolution for dignity and

self-respect. (Barmania, 2011)

Saudi Arabia is no exception, but with a very indirect approach being noted. One major

difference involves the fact that Saudi Arabia is a developing state with a rich resources base

within which the potential for advancement plans and developmental projects seem infinite.

This development is possible because of the willingness of the previous ruler of Saudi Arabia,

King Abdullah bin Abdul-Aziz Al-Saud (Pavan, 2013; Gallarotti, 2013), who passed in early

2015. The Kingdom of Saudi Arabia underwent a golden age under the previous King,

Abdullah bin Abdul-Aziz Al-Saud, the “Reformer” (Meo, 2013) and in his royal speech, the

new King, Salman bin Abdul-Aziz Al-Saud, assured the people of Saudi Arabia that he

would continue the same direction as King Abdullah. Now, individuals are looking for more

freedom due to a considerable lack thereof, and while evolution is occurring, it requires

patience on the part of citizens and faster progress on the part of the government. Among the

massive, progressive plans scheduled for Saudi Arabia is the investment of “more than $100

billion over the next 20 years in strategic solar programs in order to diversify its energy mix”

(Wahab, 2012) and “building railways which includes the construction of around 9,900

kilometers of railway network” (llie, 2013), as well as the internationalizing process of higher

education through the King Abdullah Scholarship Program (KASP).

KASP was initiated in 2006, and will continue until 2020. The program annually sponsors

more than 15,000 Saudi students and provides the opportunity for them to pursue post-

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secondary studies abroad, along with their families, if applicable. Based on Askar’s (2007)

study researching the role of KASP in the cultural awareness of the students, the program has

a significant positive role in expanding students’ academic, cultural, and social knowledge

bases. KASP is a strategic process endorsed by the government of Saudi Arabia in order to

internationalize its higher education base – which will be discussed in detail in later sections

of this study – along with other objectives.

My initial concern about the KASP program started with Askar’s (2007) study. Ironically,

although the study was created and written by a Saudi scholar in Saudi Arabia, it was neither

published nor accessed there, where the content matters the most. Askar’s study findings

came to light in 2012 in the London Arab Magazine special issue about Saudi Arabia.

Although I am a member of the third cohort of the KASP, living the KASP experience, and

can speak to the generally positive outcomes of the program, I had to look outside Saudi

Arabia to obtain access to Askar’s study, out of curiosity at that time. The Ministry of

Education in Saudi Arabia publishes some KASP-related statistics like the numbers of

graduates, fields of study, and host universities (Center for Higher Education Research &

Studies, 2014) but no critical data or surveys, and the released information that is published

means little to the public, as it delivers solely numerical data requiring professional analysis

(Smith & Abouammuoh, 2013). Specifically, as this research is interested at the personal and

societal levels of change that could be caused by KASP, the accessible data fail to offer what

Askar (2007) tried to arouse in terms qualitative data like, for instance, individuals’

experiences and how the scholarship had some degree of impact on their knowledge, attitude,

and social being. Furthermore, the objectives of KASP, as will be detailed in subsequent

sections, are obviously targeting social and economic development plans. KASP participants

and graduates need to be investigated and data must be shared to illuminate if the program, in

relation to the selected objectives, is on target or not. The conflict situation in today’s world,

mainly in the Arab region, requires such data as it could help us understand and advance

economic and societal initiatives that can sustain a healthier living for the people.

1.2. Research Question Change is taking place on numerous levels in Saudi Arabia. The proposed research will

explore whether the King Abdullah Scholarship Program (KASP) as a higher education

intervention and the outcome of KASP, in terms of KASP graduates, are potentially linked to

changes in the Kingdom. The following question guides my study: “How do King Abdullah

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Scholarship Program (KASP) undergraduate and postgraduate participants perceive the

program experiences in regard to the making of global citizens and securing employment?”

Specifically, this research is interested in learning if KASP has a role in crafting a sense of

identity as global citizens besides sponsoring students, or whether that is something the

scholarship recipients are developing on their own, and KASP merely serves to further spark

that within them. Also, I hope to discover KASP participants’ thoughts and plans regarding

taking part in reducing the unemployment rates at home, Saudi Arabia, or if KASP

credentials have little to do with that from the participants’ perspective.

1.3. Significance Geographically, Saudi Arabia is located between Asia, Europe, and Africa. Economically, it

is the biggest oil exporter in the world and rests on even greater reserves. Religiously, it

enshrines the two holy cities that Muslims around the globe look forward to visiting: Mecca

and Medina. Gallarotti (2013), who published an influential economics/education work called

Smart Development: Saudi Arabia’s Quest for a Knowledge Economy, establishes that the

“[k]ingdom has come to look beyond oil for the answers to a stable and vibrant economy …

the Saudi’s embrace as a means of escaping the instabilities of oil dependence, and arriving at

a more prosperous and sustainable economic future” (p. 2). Also, according to the ICEF

Monitor (2012), a German Business network, “with 79 percent of the Saudi population under

the age of forty, and 36 percent of the population younger than fifteen years of age, the

growth potential in Saudi Arabia is far too great to ignore,” where economic growth was

recorded at 1.5% in 2013 (Berger, 2013).

Higher education is a critical player in the development of successful and vibrant societies.

Besides having roles in nurturing the economy, shaping culture, and implementing politics

(Hilal, 2013), bodies of higher education have traditionally been places “where independent

and free-thinking research and idea-exchange [are] promoted and supported. Universities are

generally thought of as places for creating, maintaining, passing on, and exchanging

knowledge” (Stephens, Hernandez, Roman, Graham, & Shcolz, 2008, pp. 321-322); most

importantly, post-secondary education can play a vital role in comprehensive public changes.

According to Knight (2004), however, “the world of higher education is changing and the

world in which higher education plays a significant role is changing” (p. 5). Similarly,

student mobility is changing. In response to global changes and due to certain challenges in a

number of higher-education systems, student mobility has come along as part of a process

4

called internationalization. Internationalization, defined by Knight (2003), is “the process of

integrating an international, intercultural or global dimension into the purpose, functions or

delivery of post-secondary education” (p. 2). The goal of student mobility, in relation to such

definition and in general, is to create future, universal leaders who are more efficient,

considerate of all cultures and political and economic systems, and are willing to take a stand

for the world’s issues – not only those that advance their own homelands, but those that

impact the globe (Dwyer & Peters, 2004). Student mobility grants students opportunities to

flourish from within, and then to reflect upon the world that surrounds them ideally to the

benefit of their home countries.

As a Saudi Arabian higher education program, KASP is taking place in the shadow of

processes of internationalization, concurrent with the aforementioned times of revolution in

the Arab Middle East. An investigation of the experiences of KASP graduates can help

situate and understand KASP as a case study of internationalization. The rapidly shifting

world of internationalization brings fresh opportunities, different benefits, new risks, and

original challenges with it, all of which are “contributing to the current state of turbulence in

the higher education sector around the world” (Knight & Madden, 2010, p. 19). This study

intends to explore whether KASP, as an internationalization process is meeting the core

objectives as they are stated by the Ministry of Education in relation to creating global

citizens and reducing unemployment rates.

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Chapter 2

Review of Literature

2.1. Introduction Throughout this chapter, I scrutinize three main bodies of literature. First, I provide some

contextual background about Saudi Arabia as a sponsor of the King Abdullah Scholarship

Program (KASP). Part two examines internationalization as the more general phenomenon in

higher education of this study within which the KASP is situated. The latter section reviews

the scholarship program, KASP, and discusses the selected objectives in lights of the main

research question.

2.2. Saudi Arabia Understanding the process of internationalization that has been put in place by the department

of Higher Education at the Ministry of Education in Saudi Arabia, especially in comparison

to other nations that have such initiatives, requires illuminating particular characteristics of

Saudi Arabia as a nation. Saudi Arabia was named after the ruling Al-Saud family in the

eighteenth century. King Abdul Aziz Al-Saud and his sons established modern Saudi Arabia

in 1932. This desert kingdom became one of the wealthiest countries in the world due to its

enormous oil resources. Saudi Arabia holds more than 25% of the world's known oil reserves.

It is capable of producing more than ten million barrels per day. Monarchy is the system of

rule, while bureaucracy characterizes the whole country. Municipal elections in 2005 were

the first limited exercise in democracy, but political parties are banned unless in favor of the

government.

The Saudi government, according to Al-Hariri (1987), has “been faced with problems such as

illiteracy, shortage of personnel for industry, and shortage of teaching staff” (p. 55); this

represents a “mountain of challenges” (The Economist, 2014), because it is still the case in

modern-day society, with only moderate changes (Alkhazim, 2003). For Prokop (2003), the

government has become “increasingly aware of the need to change the education system to

ensure the economic survival of the country, and is emphasizing qualitative improvement” (p.

88). There is a huge skill-work related gap between the products of the education system and

the necessities of the local labor market, which is highly influenced by the international

market. Donn & Al Manthari (2014), for example, asserted the “need for up-skilling and re-

skilling the labour force” (p. 37) as a result for Saudi joining the World Trade Organization

(WTO) in 2005.

6

Public education is free at all levels, single-gendered, and at the post-secondary level,

students receive a monthly allowance of about $300 (USD). The first male-only public school

was opened in 1932. Thirty years later, girls began to attend school after many public debates

and religious resistance. The number of female students going to public schools has steadily

increased (Jamjoom & Kelly, 2013), and this research will provide more insight about female

education at the higher education level in the context of the KASP.

The study of Islam dominates the Saudi public education system (Hilal, 2013; Wiseman,

Sawaadi, & Al-Romi, 2008). The previous King, Abdullah bin Abdul Aziz, initiated a reform

program in 2002 with a budget of approximately two billion US dollars that focuses on

moving teaching from traditional methods of memorization and rote learning toward

encouraging students to analyze and problem-solve (Ministry of Education, 2011). The

program also aims at creating an education system that will provide more secular and

vocational training. Finally, the Saudi government approved a project in 2007 to develop the

overall Saudi education system by targeting “a range of related initiatives, including teacher-

training and professional development, curriculum and textbook review, the provision of

contemporary information technology for both teaching and learning” (Ministry of Education,

2011). As Smith and Abouamooh (2013) note, “there is also a significant allocation of funds

for programs aimed at ‘deepening Islamic values, morals and allegiance to family, society

and nation, and appreciating and preserving national achievements’” (p. 4). The funds set

aside for this project were 3.1 billion US dollars over a period of five years. The religion

‘Islam’ is a major factor in fashioning Saudi Arabia (Alkhazim, 2003; Wiseman, Sadaawi,

Al-Romi, 2008) in terms of “culture identity” (Hilal, 2013, p. 196), which is important to note

in order for this research to link the nation’s attitude towards Islam to the context of KASP

goals and the student experience.

2.3. Islam Why should individuals have knowledge or interest in Islam? According to new population

projections by the Pew Research Center’s Forum on Religion & Public Life (2011), “the

world’s Muslim population is expected to increase by about 35% in the next 20 years, rising

from 1.6 billion in 2010 to 2.2 billion by 2030.” And as this paper has been written for a

Canadian university, the University of Toronto in Ontario, it is important to report the

Canadian Muslims statistic, which is around 940,000 Muslims (The Pew Research Center’s

Forum on Religion & Public Life, 2011). Additionally, Ontario has 61% of the entire Muslim

7

population in Canada and “5% of all Toronto population is Muslims, that makes Toronto the

highest concentration of Muslims in any city in the US or Canada" (Mujahid & Egab, 2007, p.

2). D’Agostino (2003) stated that in New York City alone there are more than 600,000

Muslims from almost every ethnicity and language group, with over 100 mosques. Adding to

that are the recent waves of refugees from Syria, of whom the majority are Muslims

(Corcoran, 2015). Having said that, it is crucial to cite the reason for sharing such information,

which Kamis and Muhammad (2007) cite as the following: “little is known in the West about

the beliefs and customs of the [Muslim] communities. Oftentimes, the little that is known is

misunderstood or misrepresented by literature and popular press” (p. 22).

Islam is one of the world’s three great monotheistic religions along with Judaism and

Christianity. Monotheistic means that believers believe in the existence of one God

(Merriam-Webster dictionary, 2012). According to Kamis and Muhammad (2007), “Islam is

a monotheistic religion believing in the One God which is known in Arabic as Allah. The

word Islam originates from three Arabic letters (Sim, Lam, Mim) making the root word

which means ‘to be in peaceful submission; to surrender; to obey; peace’” (p. 21). Islam

carries the same message communicated by earlier prophets including Abraham, Moses, and

Jesus, peace be upon them all. Muhammad, peace be upon him, was the chosen Arab to

receive God’s messages through the angel Gabriel while Muhammad was “gone to a

mountain top to meditate and pray” (Anonymous, 2007) in 610 A.D. Muslims, Islam

believers, are urged to perform five ‘agreed-upon’ main foundational acts of worshiping God:

“the attestation that ‘There is no God but Allah, and Muhammad is the Prophet of Allah; the

Five Daily Prayers; Fasting the Month of Ramadan; the Zakat, or religious duty tax; and the

Pilgrimage to Mecca” (Al-Haifi, 2000). Al-Haifi (2000), however, asserted that,

Of course these should not be taken to be the only criteria, by which the faithful is

adjudicated in the Heavens, but they do represent the groundwork for a full spiritual

attachment to the faith and serve to open the door to spiritual salvation and happiness.

(p. 1)

Islam is, however, more than just a few worship rites here and there, or some ‘do’s and don’ts’

that “lack any spiritual connotations or for that matter any meaning to life itself” (Al-Haifi,

2000). Also, Islamic teachings and regulations are based on one main source – Quran, the

word of God – and a secondary source – Sunna, the word and deed of Muhammad the

8

prophet (Abdelkader, 1995). It is important to say that the interpretations of the two sources

vary depending on time, place, and school of thought (Anonymous, 2007). For instance,

Hasan (1971) notes that “Islam, in the first place, aims at building a society based on religion,

morality and social justice” (p. 210). Relating Islam to education, the field of this research,

Shah (2006) writes that,

The primary aim of education in Islam is ‘to facilitate developing those values whose

roots are in the attributes of God and which God has planted within human beings as

potentialities’ (Ashraf, 1995). The educational leaders should ideally bring out these

‘potentialities’ and develop them to the maximum possibilities, with a focus on ‘holistic

development’. This philosophy of education, to some extent, is reflected in the liberal

concept of education promulgated by thinkers like Freire (1972). This extends the role

of the educational leader beyond the educational to include the intellectual, social,

moral, spiritual, and even personal, with the responsibility of leading the people to the

‘right path’, or in Freire’s words, to ‘transform the world’ (1972, p. 27). (p. 373)

A relationship between Islam and the conceptual framework of this research will be fully

illustrated and reinforced in the conceptual framework section of this study. In concluding

this brief introduction to Islam, Prince Charles of England’s words ring true: “If there is much

misunderstanding in the West about the nature of Islam, there is also much ignorance about

the debt our own culture and civilization owe to the Islamic world” (Al-Hassani, 2004).

2.4. Higher Education in Saudi Arabia Mitchell and Sackney (2009) consider building knowledge as “not simply the accumulation of

new ideas, more facts, different concepts, or novel practices. It is, rather, a process of

building professional literacy and meaning” (p. 55). Higher education is a dynamic agent of

change in society insofar as it plays a major role in forming culture, placing policies, and

shaping the economy (Hilal, 2013). Higher education is also a “fast growing service industry

and every day it is more and more exposed to globalization processes” (Nadiria,

Kandampully & Hussain, 2009, p. 523). Higher education in Saudi Arabia was established in

1957 “to regulate higher education policies and impose a long-term master plan for higher

education” (Alkhazim, 2003, p. 481) and by 2001, it encompassed 1,206,007 students in 23

government universities, 18 primary teachers’ colleges for men, 80 primary teachers’

colleges for women, 37 colleges and institutions for health, 12 technical colleges, and 33

9

private universities and colleges (Alamri, 2011). Such growth in the number of higher

education institutions in recent years “reflects the high level of support given by the current

Saudi government to education in general and higher education in particular” (Saleh, 1982, p.

153). For a state that initiated its first public university in the 1957 – being King Saud

University – and its first public school for girls in 1960, this number of higher education

institutions is considered a very aggressive and optimistic development (Alamri, 2011; Pavan,

2013). Gallarotti (2013) sums up few of initiatives in the Kingdom that tell about the route

Saudi is taking, with “the establishment of 10 research centers, 15 university technological

innovation centers in association with King Abdullah City for Science and Technology

(KACST), and at least eight technology incubators at KACST and other universities” (p. 5).

Saudi recognizes the role of higher education in meeting its developmental plans. To quote

Bremmer (2004), “the long-term success of reforms in the Kingdom depends on the

emergence of a citizenry capable of playing an informed and active role in their society” (p.

29). In 2009, Mazi & Altbach (2013) quote the Ministry of Higher Education announcement

of a national program to promote excellence in university education, and some of the

objectives of the program are the following:

Aligning university efforts towards achieving world-class excellence in teaching and

research and community services; encouraging partnerships with local and international

research and industrial organizations; informing the academic community of what it

takes to achieve world-class standard; promoting excellence in research; graduating

students who have the skills to be employable and who are competitive with graduates

from other countries; using the ranking indices and benchmarks in the rankings as

guidelines to achieve excellence; and promoting competition within the universities

locally. (p. 100)

According to Alkhazim (2003), the higher education system in Saudi Arabia faces challenges

such as “difficulties in meeting rising demand to admit more students, difficulties in meeting

outcome quality in relation to workforce needs, and difficulties in securing more resources”

(p. 483). The higher education system in Saudi “overproduces graduates in some areas, such

as the social and religious studies, but it is far from producing similar numbers in areas

critically needed by the country, such as the health and engineering professions” (Alkjazim,

2003, p. 483). The Saudi higher education system does not have an “independent accredited

or academic evaluator system that accredits, monitors, and/or approves academic programs.

10

Saudi Arabia does not have a scientific or professional association in higher education” (p.

482). However, in 2004, according to Darandari and Cardew (2013), Saudi Arabia initiated

the National Commission for Academic Accreditation and Assessment (NCAAA). In 2013,

Springer published Higher Education in Saudi Arabia: Achievement, Challenges and

Opportunities in English. This, according to Pavan (2013), was a “most welcome and needed

contribution for those interested in the ongoing evolution of the Saudi higher education

system” (p. 28). Co-authored by Saudi and non-Saudi scholars tackling fundamental issues

and challenges, this text represents a sound discussion of academia and Saudi higher

education. Smith and Abouammoh (2013) concluded from this work that there are two

prevailing priorities for Saudi higher education:

1. The development of a single, achievable, well-articulated, detailed and integrated

strategic plan for the Saudi higher education system that is collaboratively

developed by all major stakeholders, including the government, individual

universities, industry and community representatives, and

2. The development and maintenance of rigorous, comprehensive and compatible

systems for the collection, analysis and reporting of performance and progress at

both the institutional and system levels. (pp. 188-189)

Later, Darandari and Cardew (2013) believe that “The Kingdom of Saudi Arabia has, rightly

in our view, focused on the development of responsibility and self-confident delivery within a

context of continuous improvement and self-evaluation” (p. 114).

Saudi, in mapping its way in the knowledge-based world utilizing the vital role that higher

education plays, established King Abdullah University of Science and Technology (KAUST).

It is the latest scientific addition to Saudi universities as a public research institution. KAUST

is an international, graduate-level research university and was launched in 2009, and “offers

programs in life sciences, engineering, computer sciences, and physical sciences (Gallarotti,

2013, p. 11). Robert Lacy, the British historian, asserted that “KAUST would undoubtedly

raise the level at which scientific research is conducted in this country” (Wahab, 2009).

KAUST has a focus on areas important to Saudi’s future and conducts research in world-class

facilities serving students, researchers, and faculty in disciplines like energy and environment,

water desalination, industrial biotechnology, and scientific computing. All classes at KAUST

are conducted in English and are co-educational – the first higher education institution of its

11

kind in the Kingdom. KAUST creates and supports the high standards of scholarship through

merit-based opportunities for men and women from around the world. According to Mazi and

Altbach (2013), KAUST is possible to emerge as a research powerhouse in the coming years.

But from a Saudi religious point of view, “the country’s highest ranking religious authority

described men and women freely mixing as ‘the root of all evil’” (Berger, 2013, p. 24). The

tension between religious and academic initiatives is unsurprising, given that higher

education in Saudi Arabia is characterized by “a focus on the teaching of Islam, a centralized

system of control and educational support, state funding (education is free at all levels in

Saudi Arabia), and a general policy of gender segregation” (Smith & Abouammoh, 2013, p.

2).

A comment before ending the discourse about Saudi higher education in regards to Saudi

females is important. Information that has to do with females’ matters is particularly

significant because until recent times, women were denied the right of education in Saudi

Arabia. According to the latest news from a prominent Saudi television channel (Alarabiya,

2014), more than 2.5 million female students are enrolled in public schools, out of 5 million

for this current year. This increase from about 5,000 female students in 1960 (Jamjoom &

Kelly, 2013) has happened for reasons including population growth, the escalation of

education in all cities, political pressure to provide equal opportunity for both genders to

obtain education, and increasing social awareness regarding the role of education in society

(Jamjoom & Kelly, 2013). Females in Saudi Arabia are living what we, the Saudis, could not

even think of a half-century before. However, according to Rajkhan (2014),

Legislative, social, educational, and occupational constraints prevent women from fully

participating in the development process of their country. Overcoming these constraints

will be essential if the Kingdom is to introduce sweeping reforms that would enable

Saudi women to take a serious part of developing their country. (p. iv)

As stated earlier, the previous King, Abdullah Al-Saud, is labeled as the ‘Reformer’ and

women especially have benefited from this. Locally, for instance, the establishment of Prince

Nourah University (PNU) in 2007, with funding of approximately $238 million, is the largest

women-only institution in the world and KAUST is a multi-gender, top-tier research facility

in the Kingdom, with approximately $10 billion in funding (Aldossari, 2015). The

establishments of these institutions were optimistic steps towards acknowledging the rights of

12

females and their rights in the Saudi society, with royal declarations being issued to avoid

public resistance. Globally speaking, the inclusion of females in KASP as early as its first

year is remarkable and sparked a global conversation. KASP as a positive endeavor towards

those left behind for ages – accounting for 44.8% of the 2015 population (Country Meters,

2015). It has been noted that more than 20% of KASP recipients are females and “around

one-fifth are females with most interest respectively in study in the USA, United Kingdom,

Canada, Australia, Egypt and Jordan” (Smith & Abouammoh, 2013, cited in Aldossari, 2015,

p. 19). The “scholarship program to educate young men and women is an important and

strategic step to ensure the continuity of Saudi prosperity” (Al-Mulhim, 2012), although some

still see KASP as a threat, rather than an opportunity (Aldossari, 2015). Rajkhan (2014)

reports that women still make up less than 16 percent of the national workforce; and argues

that this represents an “enormous source of untapped potential for the Kingdom” (p. iv). In

sum, there is much work to be done for women and generally Saudi Arabia, the Islamic state.

In developing the state, Saudi Arabia needs every possible effort in the higher education

sector to be implemented for the sake of post-secondary education, given its critical role in

catching up to the rest of the developed world. The race started long ago and luckily, as it

seems, Saudi Arabia is doing what is in favor of “the creation of communities of productive

and innovative learners and scholars throughout the Kingdom, and so it follows that there is

strong government support for international higher education scholarships for its people”

(Bukhari & Denman, 2013, p. 158). Nonetheless, if the other half of Saudi Arabia, women,

are not seriously included, then all developmental plans may collapse or be misdirected.

2.5. Internationalization The King Abdullah Scholarship Program (KASP) reflects a Statistics Canada (2014)

assertion that “[r]ecognition of the importance of postsecondary education for economic and

social success – both for individuals and society – is widespread internationally.” Knight

(2008) lists the following reasons for such a perspective:

the development of advanced communication and technological services, increased

international labour mobility, more emphasis on the market economy and the trade

liberalization, focus on the knowledge society, increased levels of private investment

and decreased public support for education, and lifelong learning. (p. 7)

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With regard to the connection between the terms internationalization and process, Knight

(2004) comments that internationalization “is an ongoing and continuing effort. The term

process denotes an evolutionary or developmental quality to the concept. Process is often

thought of in terms of a tri-part model to education - input, process, and output” (p. 11).

Arum and van de Water (1992) define the term internationalization on the institutional level

as “the multiple activities, programs and services that fall within international studies,

international educational exchange and technical cooperation” (p. 202). Considering

globalization and its effect on the planet, Van der Wende (1997) offers a broader definition of

internationalization as “any systematic effort aimed at making higher education responsive to

the requirements and challenges related to the globalization of societies, economy and labour

markets” (p. 18). This focuses on external forces like globalization and lacks the educational

element; Knight (2004) cites Soderqvist (2002), who introduces a broader definition that

focuses on educational change as,

a change process from a national higher education institution to an international higher

education institution leading to the inclusion of an international dimension in all aspects

of its holistic management in order to enhance the quality of teaching and learning and

to achieve the desired competencies. (p. 29)

Still, Knight (2004) believes that such a view has “limited applicability to institutions and to

countries that see internationalization as broader than teaching and learning and the

development of competencies. It demonstrates an evolution of the definition at the

institutional level but, unfortunately, has limitations as a comprehensive definition” (p. 10). A

more comprehensive definition would encompass the various motivations for

internationalization that “include commercial advantage, knowledge and language acquisition,

enhancing the curriculum with international content, and many others” (Altbach & Knight,

2007, p. 290). It is important to keep in mind modern realities and how different countries,

cultures, and education systems would contextualize internationalization differently. Knight

(2003) offers a broader interpretation of internationalization at the national and institutional

level, considering it “the process of integrating an international, intercultural or global

dimension into the purpose, functions or delivery of post-secondary education” (p. 2). The

use of the terms international, intercultural, and global all reflect the underlying motivations

of the process of internationalization.

14

A survey by Quacquarelli Symonds (2014) indicated that student choice of an international

destination happens for various reasons which, listed in order or importance, are international

recognition of qualifications (17.7%), cultural interests and lifestyle (15.2%),

scholarship/financial aid availability (13.8%), work after graduation (12%), location of target

school (10.8%), improvement of language skills (10.1%), network creation (8.1%), visa

situation (4.2%), proximity to current location (3.5%), and family connections (3.4%) (QS

World Grad School, 2014). Regardless, it is not only a matter of individuals’ preferences;

programs of international study are national strategies as well. These are based on the

assumed benefits of “student mobility; student exchange, study abroad, cultural exchange,

and international educational exchange programs” (Perna, Orosz, Gopaul, Jumakulov,

Ashirbekov, & Kishkentayeva, 2014, p. 63). Student recruitment “is becoming integral to the

financial health of many higher education institutions worldwide, in addition to remaining an

important means of attracting talent and expanding campus diversity” (Choudaha and Chang,

2012, p. 6). Naturally, this brain drain would be rewarding to the host nations, as “students

who are skilled in the development and acquisition of knowledge are tempting targets” but

destructive for home countries where “students whose education has been paid for by a

developing-world government take the skills they have acquired abroad, and therefore

contribute little but remittances to their home country” (Knight, 2002, p. 3).

Augmenting the term international is the term intercultural, which adds a cultural element to

international exchange. Some believe that internationalization is about getting the best out of

the most diverse world that has ever existed (Association of Universities and Colleges of

Canada, 2007). The context of today’s higher-education institutions is one of diversity. That

is not the case in only developed countries, but also in developing countries, too (Knight,

2006). Benefiting from diversity can happen through what Knight and Madden (2010) refer

to as “enrich[ing] the personal experiences of students by developing intercultural awareness

and deepening understanding of critical world issues” (p. 19). Each country is characterized

by its own individuality, which adds value to the learning process if experienced from

“within.”

To merge the terms international and intercultural to best characterize the

internationalization process, there should be consideration of the term global. As mentioned

earlier, internationalization can be seen from individual or national levels. At the national

level, Knight (2010) argues in favor of s the academic mobility of Canadian doctoral students

15

because of the idea of global knowledge-sharing, stating that Canada’s science and

technology strategies are designed to “excel at connecting to the global supply of ideas, talent,

and technologies” (Industry Canada, 2007, p. 85). The goal of such connectivity with the

globe is to increase Canada’s presence in global academic, public, and private sectors (Knight,

2010). Finally, Choudaha and Chang (2012) refer to the UNESCO Institute of Statistics (UIS),

stating that the numbers representing the move toward internationalization, in terms of

student mobility, have “increased to 3.4 million students in 2009, up from 2.1 million

students in 2002” (p. 6), and the number is only increasing.

2.5.1. Internationalization Motivations

In response to global changes and certain challenges in higher education systems, studying

abroad has emerged as one option. According to O’Callaghan (2006), studying abroad is “a

period of time where a student engages in an educational activity through an institution of

learning or organization for schooling in a foreign country” (p. 8). Studying abroad grants

students opportunities to flourish from within and then reflect upon the world that surrounds

them; these processes may benefit students’ home countries considerably, or even host

countries if students decide to stay abroad (Knight & Madden, 2010). Altbach and Knight

(2007) report on Australian experts who argue that “perhaps 15 million students will study

abroad by 2025 – up from the current two million” (p. 303). In 2009, there were more than

3.5 million students across the globe studying abroad (Global Higher Ed, 2011) and the latest

non-official reports on students studying abroad suggest that the number “is likely nudging

closer to 5 million in 2014” (ICEF Monitor, 2014). It is very obvious that the interest in

internationalization, whatever definition is been utilized, is increasing. Various reasons for

this increase have been discussed above, but the bottom line is profit rather than government

policy or goodwill (Yang, 2003). Profit may vary according to beneficiaries or sources of

funding (individuals, sectors, nations, etc.). Knight (2004) highlights that the move toward

placing education as “one of the 12 service sectors in the General Agreement on Trade in

Services is positive proof that importing and exporting of education and training programs

and education services is a potentially lucrative trade area” (p. 24). In 1999, trade in higher

education was a $35 billion business internationally, and this trend is projected to escalate

considerably (Knight, 2004).

Aside from other reasons such as “market liberalization, the impact of interdependence,

advanced communication and technological services, and increased international labor

16

mobility” (Lavankura, 2013, p. 664), profit is what makes internationalization gain more

support and interest. For example, the Advisory Panel on Canada’s International Education

Strategy (2012) references a report by Foreign Affairs and International Canada, which

indicates that:

[i]n 2010, international students in Canada spent in excess of $7.7 billion on tuition,

accommodation and discretionary spending (up from $6.5 billion in 2008). More than

$6.9 billion of this revenue was generated by the 218,200 long-term international

students in Canada. In addition, short-term (staying for less than six months) language

students contributed $788 million to the Canadian economy. When accounting for

additional tourism benefits from international students, the report finds that the

expenditure resulting from international students in 2010 was $8.0 billion, which

translates to 86,570 jobs and $455 million in government tax revenue … The spending

of international students in Canada is greater than Canada’s export of unwrought

aluminum, and even greater than the export value of helicopters, airplanes and

spacecraft. The education sector is a future economic growth sector that brings

economic benefits to every region of Canada from coast to coast to coast and to

communities large and small. (p. x)

This is a simple example of the government’s level of interest in internationalization and how

it relates to the greater economy. A number of countries are making efforts to make

internationalization a solid source of income that can boost the economy (Qiang, 2003). In

Malaysia, for instance, Tham (2013) comments that “[g]overnment policies on

internationalization are driven by the export revenues that can be generated from inflows of

international students” (p. 658). Internationalization generates a considerable amount of

money; however, that is not the dominant interest of all parties.

Other nations seek to internationalize their higher education systems either by participating in

international schools or by bringing international schooling home for reasons other than

profit-making. Altbach and Knight (2007) referenced a survey (Knight, 2006) that showed

non-profit internationalization processes “are not financial. Instead, they wish to enhance

research and knowledge capacity and to increase cultural understanding” (p. 292). Also,

developing countries invest in internationalization in order to attract internationally mobile

students to their universities to enhance the quality and cultural structure of the student body,

17

gain reputation, and help the economy (Altbach and Knight, 2007), like the case of KAUST

in Saudi Arabia that was mentioned earlier in this study. Individuals definitely seek to

increase potential income, but that is also true for the long-term objectives. Regarding short-

term objectives, students vary based on their academic and personal interests. Personal

reasons have been shared in different sections. Knight and Madden (2010) conducted a

survey on masters-degree and doctoral students; respondents were asked to rank ten reasons

why they were interested in academic mobility. In order of importance, these reasons

included

1) attend conferences and workshops, 2) enhance career path, 3) gain life experience, 4)

participate in collaborative research, 5) take specialized courses, 6) seek employment,

7) access foreign supervisors, 8) collect data/conduct field work, 9) learn a language,

and 10) access specialized equipment. The top three rationales (89%–95%) for both

[the Social Sciences and Humanities Research Council of Canada] SSHRC fellows and

[Canada Graduate Scholarships] CGS recipients were to attend conferences and

workshops, enhance career path, and gain life experience. (p. 25)

2.5.2. Background to the King Abdullah Scholarship Program (KASP)

Overseas study is becoming “a national priority that seeks to foster international workforce

competence for a nation that is in need for skilled Saudi nationals” (Bukhari & Denman, 2013,

p. 152). The process of internationalization must be positioned in a selected context in order

to highlight and investigate the policies behind it, the processes involved in having it in place,

and examine the outcomes of such initiative. Globally, higher education is responding to

internal and external challenges (Economist Intelligence Unit, 2009). According to Hilal

(2013), in Saudi Arabia, KASP is seen as a “magic wand” (p. 208) encompassing many

products and services. This is not new thinking. The first set of students were sent to

neighboring Egypt in 1927, 30 years before the opening of the first university in the Kingdom

(Bukhari & Denman, 2013), as Egypt uses a familiar language and practices the same religion.

Others were sent to England to study wireless communications, to Italy for aviation, and

Switzerland and Turkey to study law, political science, and engineering (Bukhari & Denman,

2013). Moreover, according to Pavan (2013), in 1965-1966 Saudi Arabia sponsored “355

[students] in the United Arab Republic, 65 in Syria and Lebanon, 588 in the United States of

America, 375 in Germany, 89 in France, 69 in the UK, 180 in Italy, 35 in Pakistan, 12 in

Austria, 9 in Belgium, 21 in Switzerland” (p. 27), which Bukhari and Denman (2013) call the

18

foundation period. Studying abroad had a significant role in the beginning days of the Al-

Saud state. That period was followed with the establishment of universities from “1

[university] in 1957 to 3 in 1970 to 24 in 2011” (Bukhari, Denman, 2013, p. 153), which is

they characterize as the growing period. This period pertains to postgraduates and research.

Lastly, is the expansion period: KASP.

According to the Ministry of Education (2014), the countries to which “students are sent to

study in the program have been selected on the basis of the excellence of their educational

programs and are subject to periodic review.” Students accepted in the program are currently

sent to the following countries: United States of America, Canada, United Kingdom, France,

Spain, Italy, Australia, Germany, Poland, New Zealand, Czech Republic, Singapore, South

Korea, Lebanon, China, Malaysia, India, South Africa, Turkey, Egypt, Yemen, and other

developed / developing nations. On the undergraduate and graduate level (Master's degree

and Ph.D.), the program allows students to study a diversity of fields, including:

Medicine, dentistry, and the medical fellowship, Pharmacy, Nursing, Medical sciences:

radiology, medical laboratories, medical technology, and physical therapy.

Engineering: civil, architectural, electric, mechanical, industrial, chemical,

environmental and communications engineering, as well as heavy equipment and

machinery. Computer: computer engineering, computer science, networks, etc. Pure

sciences: mathematics, physics, chemistry, and biology. Other disciplines: law,

accounting, e-commerce, finance, insurance and marketing.

Perna et al. (2014) developed a typology of international scholarship programs, which differ

in “terms of characteristics of the program and the sponsoring nation” (p. 68). The main types

are: sponsoring students through promotion of short-term study abroad, development of

advanced knowledge in developed nations, development of advanced knowledge in

developing nations, and development of basic skills. KASP, according to that study, is

classified as a ‘development of basic skills’ program in its framework. KASP emerged in

2006 as “the largest government scholarship program in the world” (Al-Mousa, 2010, p.

719); this was significant in terms of the impact on the Saudi population compared with other

nations. The applicants come from all educational sectors, both public and private.

Participating students could be finishing high school or have earned a postsecondary degree.

The criteria to approve students to join KASP is listed on the website of the Ministry, and it

19

relates to certain documents to be prepared and conditioned with a specific level of

excellence in one’s previous level of schooling. The program opens its doors for both males

and females – which, by itself, is one huge accomplishment for women in Saudi Arabia. The

original and subsequently revised aims of KASP are indicated in Table 1, according to the

governmental website of the Saudi Arabian Ministry of Education.

Table 1

King Abdullah Scholarship Program (KASP) Vision, Mission and Objectives

KASP VISION (2011)

To prepare distinguished generations for a

knowledge society built upon a knowledge-based

economy.

KASP VISION (2015)

To sponsor students in post-secondary levels and fields

that the Kingdom needs and offered through globally

advanced universities

KASP MISSION

To prepare and qualify Saudi human resources in an effective manner so that they will be able to compete on an

international level in the labor market and the different areas of scientific research, and thereby become an

important source of supply of highly qualified individuals for Saudi universities as well as the government and

private sectors.

KASP OBJECTIVES (2011)

1. Sponsor qualified Saudis for study in the

best universities around the world,

2. Work to bring about a high level of

academic and professional standards

through the foreign scholarship program,

3. Exchange scientific, educational and

cultural experience with countries

worldwide,

4. Build up qualified and professional Saudi

staff in the work environment,

5. Raise and develop the level of

professionalism among Saudis.

KASP OBJECTIVES (2015)

1. Developmental: supply the local market with

its needs via qualified Saudi human capital.

2. Educational: Mastering up-to-date sciences in

worldwide outstanding educational institutions.

3. Social: Create opportunities for qualified

Saudis to obtain quality education.

4. Cultural: Enhance cultural communication

with other civilizations and introduce our own

culture and values.

Several points must be noted here, in comparing the KASP vision and objectives from both

20

2011 and 2015. In regards to the KASP vision, the original program focused on the first 10

cohorts in the period 2006 – 2015 as building a knowledge-based-economy generation with

less emphasis on the Saudi market’s actual needs. Presently, with the launch of the next 5

cohorts along with the appointment of a new Minister, KASP shifted its vision to be

concerned more with the real needs of the Saudi labour market, and now sponsors fields of

study that are aimed to immediately secure advancement for the nation by filling labour

market needs and enabling individuals to secure jobs (Al-Nahari, 2015; MVR, 2015).

In regards to KASP objectives, the 2015 objectives comprehensively were grouped into four

major groups, which still direct KASP toward the same outcomes as the earlier objectives,

but in more succinct word use that is short and simple. This research employs the 2011 KASP

objectives, since the participants in the study were recruited into and experienced the program

under those objectives. The findings, however, are highlighted and discussed with reference

to the 2015 version of KASP objectives, as well. It should be noted that until the moment of

writing these lines in the Fall of 2016, the program is still going under progression, especially

since a new Minister to the Ministry of Education has taken position in the late spring of

2016.

Contemporary evidence suggests that KASP has been efficacious in both achieving its stated

ambitions and in improving the capability of the recipients involved to participate globally

(Bukhari & Denman, 2013). The literature has offered multiple writings about KASP

objectives in discussions of Saudi Arabia and its socio-cultural, economic, and political

matters, or specifically the scholarship program. Hilal (2013) proposed three considerations

for the establishment of KASP: (1) on political grounds, (2) on economic grounds, and (3) on

socio-cultural grounds. Pavan (2013) suggested that the aspiration of KASP is essentially

economic. Bukhari and Denman (2013) agreed on the rationale of KASP as “skills formation

for the country lacked quality and focus” (p. 151), and at the individual level, “the growing

‘social’ appeal among Saudi youth, particularly in terms of becoming a ‘global citizen’” (p.

154). The mention of global citizenship transforming is a proof of the connection between the

cultural objective of KASP and the very cultural aspect of GC. KASP is a widely-written

about subject due to its scale and the origin of its students, Saudi Arabia. However, the

experiences and outcomes for participants in the program have not been widely researched.

For the purpose of this research, my study proposed to investigate the perspective of KASP

participants about the personal and societal developments in relation to KASP participation as

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building upon previous KASP work, Askar (2007) and Hilal (2013). Namely, the vision of

the program asserts the societal move toward a knowledge-based economy, and the KASP

mission elaborates on that. Then, the objectives of the program are oriented towards paving

the way toward achieving the stated KASP vision and mission in terms of creating some sort

of global citizens. KASP objectives can be deconstructed and broken down into personal and

societal developmental goals according to the assertions of Hilal (2013), as explained in

Table 2.

Table 2

Break-down of KASP Objectives

KASP MOE

(2011)

KASP MOE

(2015) Hilal (2013) This Study

Level of

Development

Objective 3 Objective 4 Socio-Cultural Global Citizen Personal

Objectives

2,4, and 5 Objective 1 Economic

Knowledge-

Based Economy Societal

One might ask why KASP students’ awareness of and perspectives on KASP objectives is

critical to this research. According to Locke & Latham (2006), typically, objectives – once

shared and understood – become a “reference point for guiding and giving meaning to

subsequent mental and physical actions … because goals refer to future valued outcomes” (p.

265-267). As a KASP student of the 2008 cohort, the researcher can say that the objectives,

to a certain degree, were shared with the approved KASP applicants, but never explicitly

discussed with the recipients. This research, partially investigates if awareness by

participating students of KASP objectives relates to their perceptions of achieving the stated

objectives. It is not the intention of this study to discuss the validity of the objectives, nor the

ways to share them with students, yet this could be a subject for potential future research.

It is important to draw attention toward two KASP studies that this research has learned from

and generated further studies in the same concern. For Askar (2007), the main research

question was “What is the role of the King Abdullah Scholarship Program in regards to the

students’ cultural awareness?” (p. 1). In essence, that study aimed to highlight the scholarship

program and present its position in mounting students’ knowledge base, increasing their

experiences and skills, and suggesting practical solutions to overcome study-abroad

challenges. The other study is by Hilal (2013). It focused on “present[ing] the current and

potential benefits and problems for KSA [Kingdom of Saudi Arabia] and UAE [United Arab

22

Emirates] from their students’ perspectives” (p. 202). The author divided the work into three

main sections: problems, benefits, and future impact. As referenced earlier in this research,

Hilal (2013) discussed KASP based on three assumptions: political, economic, and socio-

cultural.

One could ask, then, what is the main difference this present research about KASP is offering

to academia? As explained further on, human capital theory is the lens this study is utilizing.

It is explored through interviewing KASP recipients in order to answer the research question,

which deals with the experiences of the students into the making of global citizens and

reducing unemployment rates in the origin of KASP, Saudi Arabia. Presenting the program’s

original 2011 and modified 2015 objectives and narrowing them into two categories, societal

and developmental, while meeting with current students nearing graduation from the program

after KASP is 10 years-old, should bring the conversation about KASP into a sensible format

that conveys up-to-date discussions and realistic views of those at the front, KASP recipients.

Furthermore, by incorporating Islam and its traditions into the discussion and specifically the

conceptual framework of human capital theory, this study will elevate the other two studies

into a deeper KASP argument and process as experienced by recipients.

2.5.3. KASP and Global Citizens

Knight (2004) tackles the rationale of internationalization “in four groups: social/cultural,

political, academic, and economic” (p. 21). KASP is working on similar understandings.

From a socio-cultural perspective, KASP’s first and utmost personal, yet also societal,

objective is the creation of global citizens. That is expressed in the vocabulary used in the

five objectives as well as in the order of the objectives: (1) study, (2) work, (3) exchange, (4)

build up, and (5) raise and develop. The KASP 2015 cultural objective that deals with

cultural communication enhancement communicates the commitment of KASP to get the

students introduced to other cultures for purposes of learning and the appreciation of diversity,

as well as sharing their own Saudi culture. Bukhari & Denman (2013) related the cultural

focus of KASP to GC when discussed the program and its background, which made sense in

terms of the global exposure and their inclusion in some developed nations’ cultures. But

who is a global citizen? What is the social context that supports the development of global

citizens? Is Saudi Arabia ready, as a nation, for global citizenry? Why would Saudi Arabia,

namely the Ministry of Education, craft KASP, based on my understanding in order to

generate global citizens from a cultural perspective? Would it be encouraging

23

formally/publically to associate global citizenship with KASP?

The term global citizens, according to Lewin (2009), refers to those “critical individuals who

are capable of analyzing power structures, building global community, or tangibly helping to

improve the lives of people around the world” (p. xv). It is more about allowing human

beings to be fully purposeful individuals by all means possible. It is a call to be locally

available, while globally cautious and caring. Trilokekar and Shubert (2009) cite how the

Association of Universities and Colleges in Canada (AUCC) approaches the global citizen in

a way best described by the essence of the Canadian ethos,

… a continuum going from being aware of the interdependent nature of our world, to

understanding how local and global issues affect the well-being of people around the

world, to committing or taking actions to help create a more equitable world, or at least

avoid actions that would generate inequity (p. 193).

From the real-life experience of the author of this paper, who has been a residing educator in

Canada for the past eight years, this interpretation of global citizen is enacted on a daily basis

in many public sectors, and especially in public and higher education. To highlight the

characteristics of a global citizen from a United Kingdom perspective, Bourn (2010) argues

the concept originates from deliberations “around citizenship, political and social engagement

and moral responsibility” (p. 20). The leading UK academic focused on the global citizen is

Nigel Dower, who defines global citizenship in terms of couple main elements: “normative

(how humans should act), existential (relationship to the world), and aspirational (role in the

future)” (as cited in Bourn, 2010, p. 20). Being a world-minded, future-caring, and present-

effecting human is what comprises a global citizen, in Dower’s view. The Institute of

Education at the University of London (Bourn, 2010) conducted a study called Being a

Global Citizen that resulted in some comparable definitions ranging from suggesting that a

global citizen is “someone who travels, uses the internet, mobile phones” to “someone [who]

acts locally and thinks globally so that they promote world prosperity and sustainability” (p.

25). The majority in the study agreed on a relationship between the global citizen and the

traits of being culturally aware, socially mindful, wishing to be part of social transformation,

and acting with awareness (Bourn, 2010). Comprehensively, Oxfam (2015) offered certain

elements to be utilized while discussing global citizenship education, summarized in Table 3.

24

Table 3

Oxfam’s Perspectives of Key Elements for Responsible Global Citizenship

Knowledge and

Understanding

Skills Values and Attitudes

Social justice and equity Critical thinking Sense of identity & self-esteem

Diversity Ability to argue effectively Empathy

Globalization and

Interdependence

Ability to challenge injustice

and inequities Commitment to social justice and equity

Sustainable development Respect for people and things Value and respect for diversity

Peace and conflict Co-operation and conflict

resolution

Concern for the environment and

commitment to sustainable development

Belief that people can make a difference

Among these elements, many relate to KASP’s cultural objectives: (1) diversity under

Knowledge and Understanding, (2) Respect for people and things under Skills, and (3) Value

and respect for diversity under Values and Attitudes, which are all partial indications that

global citizenry could be part of the cultural goal for KASP. Table 3 informed the interview

questions for KASP participants for this study, presented in the methods section.

One crucial point to be added that shall tightly draw the relationship between global

citizenship and KASP cultural objective. Global citizenry differ in definitions and the

framework was used in this research is the OXFAM, where many elements exist that was not

related to KASP and its objectives. This in itself might assure us that GC is a broad concept

that KASP is slightly touching from its cultural objective perspectives. The umbrella of GC is

huge and can be related to generally a lot of matters. Namely in the case of KASP, diversity

and all goes around this term is what formed a relationship between KASP and the OXFAM

elements of global citizenship perspective. As the rest of the elements also could relate to

KASP from other objectives angles, I chose to limit the discussion of GC and KASP from

this close understanding, diversity and its cultural role in our world.

KASP is aiming to bring change to Saudi Arabia, and this change must be handled delicately

and cautiously. Caution is advised because none would expect the consequences of the

revolutions that would impact Saudi Arabia should happen rapidly (Alnahdi, 2014; Ottaway,

2011). What KASP has been doing is not an accident, but has resulted from some purposeful

planning guided by the Saudi Education authorities representing the government of Saudi

Arabia. The change will be less challenged than if it originates from an external source and is

25

then ‘imported’. It might be called the Western Curse (Sen, 2010), the assumption that that if

efforts to change come from the Western side of the world, the ‘developed’ countries, then

they work and can be adopted. On the other hand, if change is suggested from within the

developing countries, then it may face the perceived challenge of having been generated by

less qualified, non-standard, and non-Western-based knowledge. Saudi Arabia, according to

Alnahdi (2010), intentionally desires to modernize in order to “keep pace with economic and

social developments” (p. 5). That is why KASP is intentionally encouraging Saudi-sponsored

students to be part of this notion called global citizenship while simultaneously sparking

change in Saudi Arabia through occupying jobs on their return that the labour force needs to

reduce unemployment rates effectively. In addition, Bashraheel (2013) believes that the

sponsored students are also in a position to bring social change to the state and create a more

open society.

The previous ruler, King Abdullah, was known as a reformer, and change is now happening

in Saudi Arabia. It has been suggested that this change should take time, given the

conservative socio-cultural environment in Saudi Arabia (Hilal, 2013). In a study conducted

by Hilal (2013), KASP students were interviewed and revealed a number of benefits that may

occur in Saudi society, such as,

positive internal change in the Saudi culture … Saudi community [will be] more

tolerant [of] other international people … more extroverted community … more respect

to human beings regardless of their variant backgrounds … more easy going and

flexible with changing some of the strict customs such as preventing women from

driving. (p. 203)

Lamb, Roberts, Kentish and Bennett (2007), argue that Saudi sponsored students are on the

way “to recognize their rights to determine the nature of their own contribution rather than

merely responding to proposals from both within universities and outside” (as cited in Bourn,

2010, p. 18). According to Smith & Aboummaoh (2013) and similar studies, KASP is

sparking the formation of a global citizenry, partial elements of this notion, within the state

from a variety of perspectives, even from the vantage point of Islamic traditions even though

there is no mention of GC in KASP materials except Bukhari & Denman (2013) where they

lightly discussed the transform of Saudi sponsored students in becoming global citizens from

a cultural point of view. KASP and global citizenship are shaping Saudi Arabia, which may

26

be regretted by some religiously orthodox persons as a form of anti-democratization (Ottaway,

2013). Regardless, internationalization initiatives, in the end, can potentially contribute to

placing Saudi Arabia among developed nations if its broad objectives are attained on a large

scale (Hilal, 2013).

2.5.4. KASP and the Knowledge-Based Economy

The recent 2015 revision to the vision of KASP has made it clear that “prepar[ing]

distinguished generations for a knowledge society built upon a knowledge-based economy”

(Ministry of Education, 2015) is the ultimate economic goal of the program. Correspondingly,

objectives 2, 4, and 5, were formed with terminologies like “academic,” “scientific,”

“educational,” and “professional.” Notably, the KASP 2015 vision has evolved to say

‘sponsor students in post-secondary levels and fields that the Kingdom needs,’ which delivers

the same intention with different word use and a direct focus on the economics side of

sponsoring Saudi students. This is clearer in the 2015 KASP developmental objective than in

its original formulation, which hoped to ‘supply the local market with its needs via qualified

Saudi human capital’. However, Hilal (2013) reveals the threatening fact that “[t]he annual

growth in KSA [the Kingdom of Saudi Arabia] has been estimated at 3.2%, based on two

census reports of 2004 and 2010 with 45.76% of the population under 20 years of age” (p. 2).

As well, the “unemployment has remained over 10% in recent years (close to the US rate),

but with a higher youth unemployment (ages 20-24) rate” (Gallarotti, 2013, p. 4). This study

aims, secondly, to investigate the expectations of employment opportunities of the

individuals after graduating from KASP along with their perceptions of the realities of

employment once back in their homeland, Saudi Arabia.

The Kingdom’s unemployment problem is the outcome of a couple of fundamental and

systematic deficiencies, such as a “lack of proper education, the difficulty in a religiously

conservative society with integrating women into the workforce, and a stagnant private sector

dependent on foreign workers”, and “the country’s unemployment problem risks

transforming into a ticking time bomb that undermines stability” (Hoetjes, 2013). Meanwhile,

the International Monetary Fund (IMF) indicates that the unemployment rate among Saudis

has reached 12%, with the youth at 30% and females at 35% (IMF, 2013). According to

multiple resources, mainly the IMF (2013), the Saudi economy “has been growing at a robust

pace, and has been successful in generating jobs. However, most of the jobs go to foreign

workers, resulting in high unemployment among the rapidly growing Saudi labor force” (p.

27

14). The problem is much more serious, as “it is projected that Saudi unemployment could

increase by up to 1.4 million over the course of the next decade” (IMF, 2013, p. 23).

Nevertheless, there are new labour regulations that have already affected the profitability of

businesses, which minimized the number of years expatriates can stay in the Kingdom. Under

this policy, “10 per cent of jobs even in small and medium business establishments should be

reserved for Saudi nationals” (NDTV, 2014). Still, Saudization, according to Donn and Al

Manthari (2014), has had little effect as yet on employment in the Kingdom. That is due to

reasons including strong growth in private sectors that typically rely on foreign labour (IMF,

2013), private employers offer comparatively lower salaries, unattractive benefits packages,

and demand longer working hours (Hoetjes, 2013), excluding women from public life and

constraining their educational, political, and career choices (Rajkhan, 2014), and the

country’s inept education system, “where half of primary and secondary school students

aren’t learning at the levels they should be” (Glum, 2015).

It is widely claimed that tertiary education can keep pace with the economic needs of a

country (Carnoy, 1999; Morgan-Klien & Osborne, 2008). From an economic perspective,

KASP has emerged and received a huge portion of the Ministry of Education budget, which

by itself accounted for a quarter of the 2012 Saudi budget. For instance, “The scholarship

program has about 130,000 young people studying around the world, at an estimated cost of

at least $15 billion since the program began” (Knickmeyer, 2012). With the lack of publically

published information by the Ministry of Education, Ottaway (2012) cites that “[t]he Oxford

Business Group’s latest report on Saudi Arabia calculates that as of May 2011, the Abdullah

Scholarship Program had sent abroad not 150,000 students, the number usually cited, but

actually 192,592 students” (p. 4). The tenth cohort is about to leave the country to start its

educational journey. Each and every year, the Ministry of Education spends an estimated $2.5

billion (ICEF Monitor, 2012) on the scholarship program.

The dependence on oil and natural resources should arguably come to an end given that these

resources are not unlimited. According to Gallarotti (2013), the “[k]ingdom has come to look

beyond oil for the answers to a stable and vibrant economy … the Saudi’s embrace as a

means of escaping the instabilities of oil dependence, and arriving at a more prosperous and

sustainable economic future” (p. 2). This quotation sums up the desire for a move toward a

knowledge-based economy, specifically utilizing KASP and the rise of scientific research in

the Kingdom. KASP is among a number of strategies for economic success, aimed mainly at

28

reducing the high unemployment rate in the Kingdom (Aboummaoh, 2010; Bukhari &

Denman, 2013; Hilal, 2013; Gallarotti, 2013; Ottaway, 2012). Azzam Al Dakheel, the

Minister of Education in Saudi Arabia, announced the newly adopted strategy for KASP

through his official Twitter account, a strategy which associates other ministries’ and

organizations’ labour force needs to the scholarship program and ideally works as a supply

chain for the market (Sada, 2015). The announcement for over 10,000 scholarships/jobs were

in cooperation with the following organizations: Saline water conversion corporation, Saudia

Airlines, Saudi Arabian Monterey Agency, King Abdullah City for Atomic and Renewable

Energy, Royal Commission for Jubail & Yanbu. This may be a dream coming true for the

future students and the Saudi people in general, as it is a practical form of KASP, where

KASP opportunities are built upon future guaranteed market needs. It may be late to reach

such a level of practicality, but still the people of Saudi are optimistic. On an individual level,

this new understanding is more likely to affect future KASP cohorts. The previous 10 cohorts,

including those targeted in this study, would be expected to figure out employment

opportunities more on their own. Some job fairs are held for example in Ottawa, Canada, and

Washington, USA, but their utility for job seekers graduating from KASP is not known.

An additional government strategy to address the unemployment issue in Saudi is ‘Hafiz,’

the Saudi social security allowance reserved for job seekers conditional upon their

participation in job searches and training activities. This was launched in 2011, with more

than two million Saudis applying for the monthly $533 allowance (Ottaway, 2012). Likewise,

in 2011, the Saudi Ministry of Labor introduced a new system called ‘Nitaqat’ through which

the Saudi government, according to Hoetjes (2013), hopes to progressively substitute

expatriate personnel with Saudi workers, Saudization. On another note, Abdallah Jum’ah, the

former CEO of ARAMCO (Arabia American Oil Company), has been cited as saying that

“[t]here is no unemployment in Saudi…the matter is that there are jobs but Saudis are not

qualified” (Alqosibi, 2013). Interestingly, today’s CEO of ARAMCO, Khalid Al-Falih (2012),

has been cited to say that “our young people are without doubt our most valuable renewable

energy” (as cited in Pavan, 2013, p. 30). Both CEOs’ postgraduate education was completed

in America. Thus, to qualify Saudis, KASP and other educational programs were developed.

Hilal (2013) says,

[t]he rationale for the program [KASP] was that skills formation for the country lacked

quality and focus and that workforce planning and development would be significantly

29

enhanced by learner mobility that extended beyond its borders to major international

universities. (p. 151)

With the lack of enough seats in the existing higher education institutions in the Kingdom,

and a need to develop the state through exposing a great number of youth to the developed

parts of the world, KASP is charged with doing the job. As “the [Saudi] government is

committed to an economic transformation that will create a more fertile environment for the

growth of innovation, technology, and human capital” (Gallarotti, 2013, p. 12), “higher

education has become more and more economically relevant” (Amaral & Magalhaes, 2007, p.

180). As higher education “has been turned into a multi-billion euro business, strategically

assumed as a key factor for economic development” (Amaral & Magalhaes, 2007, p. 176), it

is evident that Saudi Arabia is bringing the state and its people to the map of the knowledge-

based economy through KASP. Pavan (2013) cites Al-Omar, the Rector of King Saud

University, commenting on the massive funding of higher education in the Kingdom, as

saying, “[n]ow world economics have evolved from industrial production to knowledge

production. Investment now focuses on minds not machines. It is the worthiest investment in

the present era” (King Saud University website, 2014). Based on the provided information,

which is limited, KASP intends to help in guiding the graduates, and generally the Kingdom,

toward its objectives in competing in the globalized world of today (Pavan, 2013). Ottaway

(2012) provides some results from a poll conducted by a Saudi researcher in England during

the uprisings in Tunisia and Egypt; these results demonstrate that “Saudis are a lot more

concerned about economic than political reform” (p. 3).

Conclusion This research investigated and reviewed related literature regarding the KASP program. One

can conclude the path that Saudi Arabia maps for its nation and its people: further

advancement. The deep beliefs on higher education by the Saudi Arabian authorities and the

proven progress in that sector are all positive signs for advancement that puts the human

capital at its heart. Conclusively, investment in humans is paramount to the nation’s

developmental plans. In the next chapter, the conceptual framework is to be presented

regarding the greatest asset to developing nations: its people.

30

Chapter 3

Conceptual Framework

3.1. Introduction In this chapter, I present the conceptual framework that this research uses to answer the

research question and to analyze the data. Human Capital theory is the framework I focus my

readings and writings through. The human factor, as the center in this framework, is the main

reason for such a selection. The founding principles of human capital theory are similar to

those communicated in the educational goals of the scholarship program and of

internationalization in higher education more generally.

3.2. Conceptual Framework Internationalization in higher education is focused on individuals’ and nations’ gains.

Investing in educating human beings correlates positively with developmental plans and

economic growth (Nafukho, Hairston & Brooks, 2004; Olaniyan & Okemakinde, 2008;

Preston, 1997; Schultz, 1961). Blundell, Dearden, Meghir, and Sianesi (1999) agree that

investing in humans’ education and learning (i.e., human capital) in the same way as

investing in physical capital is an important factor to increase the labour productivity of

individuals, having a major impact on both the quantitative and especially the qualitative

development of the labour force. Human capital theorists claim that an educated population is

a productive population (Olaniyan & Okemakinde, 2008). This research uses human capital

theory (HCT) as a conceptual framework for investigating KASP and KASP participant

views and experiences in the program. According to Nafukho, Hairston and Brooks (2004),

“peoples’ learning capacities are of comparable value to other resources involved in the

production of goods and services” (pp. 545-546), and, according to Jermolajeve and Znotina

(2009), “human capital is one of the factors of economic growth in the modern knowledge-

based economy era” (p. 1). As Saudi’s internationalization project, KASP can be considered a

human capital developmental tool (Hilal, 2013), and HCT accords well in theory with the

investigation of the outcomes of internationalizing higher education in Saudi Arabia through

KASP. What follows is a brief examination of the literature to explain HCT and its

connectedness with KASP.

The main factors of production in the 1950s were physical capital, labour, land, and

management (Becker, 1964). However, these four categories did not fully explain the

economic growth in the United States in the early 1960s (Denison 1962; Krueger 1968).

31

Theorists realized that they were not taking into account the component of ‘human capital’

(Schultz, 1961). Capital, to economists in the 21st century, would include financial capital,

organizational capital, intellectual capital, human capital, structural capital, relational capital,

customer capital, social capital, innovation capital, and process capital (Nafukho, et al., 2004).

HCT suggests that society, composed of its citizens, generates economic benefits through

investing in human beings (Sweetland, 1996). Education thus emerges as the prime type of

human capital investment, along with health and nutrition. Education contributes to both

health and nutrition, and it can be quantitatively measured. Schultz (1971), in Investment in

Human Capital: The Role of Education and Research, insists that education increases and

develops the economic capabilities of humans. Many scholars have defined HCT based on

different variables. Nafukho et al. (2004) shared a chronological analysis of existing

definitions of HCT to establish a relationship between human capital development and HCT.

According to Nafukho et al. (2004), economist Gary S. Becker revisited HCT at different

times and analyzed variance in dependent variables. Chronologically, the theory’s

development has evolved in the manner depicted in Table 4.

Table 4

Chronology of Human Capital Theory

1

9

6

4

Theory of human capital as a form of investment by individuals in education up to the point where the returns in extra income are equal to the costs of participating in education. Returns are both private to the individual in the form of additional income, and to the general society in the form of greater productivity provided by the educated.

Private and

social returns

to investment

in education

1

9

9

0

Defines human capital in the form of the fertility model and argues that there is a correlation between family size and the decision to invest in human capital; therefore, societies with small families have invested in human capital and benefited from more economic growth.

Faster

economic

growth

1

9

9

3

Theory of human as investment in an individual’s education and training, which is similar to business investments in equipment. Looks at the economic effects of investment in education on employment and earnings, and shows how the theory measures the incentive for such investment.

Employment

and

earnings

From such views of HCT, this research study emphasizes how education increases the

productivity and efficiency of human beings by raising the level of intellectual stock of

economically productive human capability, “which is a product of innate abilities and

investment in human beings” (Jermolajeve & Znotina, 2009, p. 2).

32

Some critics claim that HCT is not an effective means of developing a nation’s potential. For

instance, signaling theorists are “concerned with understanding why certain signals are

reliable and others are not … how the signal is related to the quality it represents and what are

the elements of the signal or the surrounding community that keep it reliable” (MIT, 2005).

Spence (1973), for example, suggests that, “education levels of individuals indicate their

certain innate characters such as their propensity to be intelligent, their dedication, time

management skills, and ability to follow instructions.” Soldatos (1999) believes that

schooling “classifies students according to their intelligence and commitment through the

processes of admission requirements and grading” (as cited in Tan, 2014, p. 422).

This theory stresses two points in relation to HCT fundamentals. First, signaling theorists

argue that schooling may reflect higher productivity without causing it, “because education is

not the source but the signal of higher productivity of educated people since schools identify

the able and committed individuals and eliminate the less able ones in the process” (Tan,

2014, p. 422). This is contrary to Nafukho et al.’s (2004) assertion that investing in people

makes them productive, according to their understanding of human capital theory. To this

point, the indirect impact of educational investments in humans could be seen through the

process of sharing and dissemination of knowledge, which is “characteristic to the working

environment of well-educated people thus increasing productivity of each single individual

who have gained knowledge from their well-educated colleagues” (Jermolajeva & Znotina,

2004, p. 3). Moreover, the benefits to individuals and society from an increasing number of

educated people are “decreasing crime level, increasing health conditions, improving

democracy process” (McMahon, 1999), which all have to do with productivity and

improvements to societal and working environments.

The signalists’ second point is that there is not necessarily a correspondence between

productivity and education (Mankiw, Gans, King, & Stonecash, 2012). Signalists believe that

“education may increase a person’s wage without increasing his or her productivity per se”

(Tan, 2014 p. 422). From another perspective, it is well-documented that education can

increase private returns – but not social returns. Therefore, the impacts of education may

differ at both levels, both individually and nationally. Mankiw, Romer and Weil (1992), for

example, could not find strong evidence for the claim that devoting human capital

investments certainly produces economic growth. Critiques of HCT see other obstacles to

economic developments like “rampant corruption, rent seeking, nepotism, and so on” (Tan,

33

2014, p. 427). Consequently, nations with corrupt governments, ponderous bureaucracy, and

poor law enforcement inadequately perform in terms of human capital establishment and

consequences (Mejia & Pierre, 2008). On the other side, HCT theorists like Schultz (1973)

see that education is a necessity to get production improved. To this point, education is seen

as a thoughtful investment that “prepare[s] the labor force and increase productivity of

individuals and organizations, as well as encourage[s] growth and development at the

international level” (Nafukho, 2004, p. 546). All this criticism is valuable on its own, no

matter where it comes from, “but the ambitious goal, replacing HCT, requires much more

than that” (Tan, 2014, p. 437). Notwithstanding these critiques and limitations, this research

employs HCT and through its connection to KASP.

From Becker’s (1964, 1990, 1993) HCT definitions and Nafukho et al.’s (2004)

understanding of the dependent variables in each definition including private and social

returns to investment in education, faster economic growth, and employment and earnings,

one can relate those to the purpose of this study in two ways. The private or social returns

could be discussed in terms of exposing students to elements of this notion of global

citizenship through KASP. The general society of Saudi is conservative by nature and

individuals educated abroad are involved through their daily life in somewhat the opposite of

that. Accordingly, some percentage of these individuals may be naturally concerned with

incorporating some of what KASP has introduced them to. For instance, Askar (2007)

surveyed the first and second cohort of KASP graduates and revealed that 80.43% of the

participants agreed on the positive role of KASP in bringing social change to the Kingdom –

like acquiring and applying new social norms, learning and respecting change, valuing and

pursuing knowledge, and encouraging and producing creativity. The study abroad process

provided evidence of change in such areas and more, including improving cultural diversity,

strengthening image of the home country locally and internationally, and deepening the

understanding of citizenship (Chen, 2010). This research shares the belief with HCT that

investment in human beings’ education can be a tool that contributes toward setting social

change. That could be through public education, without the need to establish KASP, as well.

Still, Saudi Arabia has been slower than other countries in the Middle East in introducing

general educational reform, and “indeed one can say reform is not easy anywhere, but in

Saudi Arabia, reform is particularly difficult” (Donn & Al Manthari, 2014, p. 39). In the

context of “rising labour-market expectations and an apparently booming economy” (Donn

34

& Al Manthari, 2014, p. 38), KASP was put in place to bring change across from the borders.

Nations in the Middle East, like Saudi Arabia, and many other nations in South America, like

Brazil, have launched similar government-funded international scholarship programs to

educate undergraduate and graduate students abroad for similar reasons (Perna et al., 2014).

Other than private and social returns, Becker’s (1964, 1990, 1993) HCT definitions

emphasize faster economic growth, and employment and earnings.” Economic growth and

employment are among the explicit objectives that KASP is built upon. Saudi Arabia remains

the only country in the world that can quickly respond to oil supply disturbances (IMF, 2013),

and “recorded an annual, average growth of 6.25%” (Hoetjes, 2013), but at the same time,

they still have employment complications (Donn & Al Manthari, 2014) as detailed earlier.

HCT emphasizes that investments in human education can “insure not only more rapid

capital growth but also productivity growth – in the result of innovation, technology upgrade

and dissemination of global knowledge” (Jermolajeva & Znotina, 2004, p. 4). According to

HCT, education is placed at the center and considered the source of economic development

(Tan, 2014). The major educational task in HCT is to “achieve the adequacy of the

educational system to the changing labour market requirements, so the educational system

would be able to produce labour force corresponding to the needs of the future economy

development tendencies and orientation towards knowledge-based economy” (Jermolajeva &

Znotina, 2004, p. 11). The case in Saudi is that “higher education is taken seriously as the

means by which the shortfall in labour can be addressed” (Donn & Al Manthari, 2014, p. 38).

My research adopts the HCT view that knowledge and skills together can define not only

one’s potential to integrate into the labour market, but moreover, to make a successful career

within a changing world, specifically regarding technologic innovation and evolving

economies (European Commission, 2002). This study will assess the relationship between

KASP and its role in participants’ jobs hunting expectations and processes and how related

these jobs are to their earned, or soon-to-be earned, degrees.

Before operationalizing the conceptual framework and the focus of the study, it is important

to relate human capital theory and KASP to Islam for its significant function in structuring

education in Saudi Arabia. HCT and Islam both give high priority to the improvement of

education, good skills, work and production and at the same time both differ substantially in

their beliefs and their implications. For instance, fundamentally, Islam “is concerned about

the moral and ethical development of employees, which is no doubt having a great effect in

35

the development of the organization” (Abdullah, 2012, p. 64). This argument is supported by

one tradition of the prophet, where he says, “a servant’s two feet will not move on the Day of Judgment until he is questioned about four (things): His life, how he spent it, his knowledge,

how he acted upon it, his wealth, how he earned it and how he spent it and his body, how he

used it” (Al-Tirmidhi, 1980, no. 2341, cited in Abdullah, 2012, p. 68). In addition, an

authentic verse from Quran highlights the worth of knowledge in human life; Allah says

“Say: Are those equal, those who know and those who do not know? It is those who are

educated with understanding that receive admonition” (39: 9). All these are just examples of

how Islam, theoretically, treats the human capital from within its perspectives, which is

totally not in agreement with the Capitalism views of HCT. Human capital theory in its very

core treats humans as objects to reach better productivity in economical terms, which could

and could not be related to Islam. From the possibility to relate it to Islam and in its

individualistic concern, I refer to HCT, Islam adds to it from many other angles as the

umbrella of this religion is broader than the lens of human capital theory form its one

economic side. The little Islam could add to HCT might fashion another form of theoretical

views of HCT, but in all its shapes still would share with Islam the economic essences of

pushing for greater financial returns for a better life conditions for individuals alone or in

community.

The Islamic perception of human capital development, according to Rafiki, AlKhalifa and

Buchari (2014), has a “holistic and a human oriented approach which includes moral

responsibility, intellectual talent, knowledge and skills of the individual” (p. 179). Truly that

is not by all means the intentions of HCT as it cares for productivity and rates of return, but

the shared ground among Islam and HCT in this is that human capital is the means to reach

both greater economical returns and better individuals in Islamic terms. According to the

Dictionary of Philosophy and Psychology (1986), human capital includes “the individual’s

health strength, education, training, and skills that people bring to their jobs” (as cited in

Hashi and Bashiir, 2009, p. 2). The human capital theory then focused at how these educated

humans might play a role in bettering the economics of their being. From this and previous

discussion about HCT, economists understand human capital as the human assets used in

economic production, while Islam and social psychologist identify it with human nature itself

(Hashi and Bashiir, 2009). From this perspective, Islam adds value and focus when combined

with this research’s grounding in human capital theory. Islam reconstructs HCT based on the

Islamic beliefs and perceptions, where HCT is individualistic approach and Islam is still

36

individualistic yet collectivist. This research reproduces HCT in a way that is holistic with

aims that go beyond the economics measures. It is strongly believed by the researcher of this

study that HCT and Islam form a solid ground toward setting change in Saudi Arabia through

the King Abdullah Scholarship Program (KASP). Alzuman (2015) detailed the use of HCT in

Saudi Arabia education plans in great depth by discussing the role of human capital

investment in promoting research in Saudi public universities. Her argument is based on the

belief of HCT valuable role in fashioning the Saudi higher education system, which made

true sense to this research as its investigating a Saudi educational program. The World Bank

(2007) also provided in their publication Economic Returns to Investment in Education the

approach developing countries, like Saudi Arabia, is considering in order to tackle economic

concerns and concluded by saying, “the relationship between human capital and economic

growth is highly conditioned by the quality and distribution of education in the labor force

and the economic structure of each country” (p. 76), and here KASP comes in great effect

because of the quality education the participants thought they are getting while abroad.

Human capital theory, the Islamically modified version of the theory in a more holistic

approach, and KASP are operationalized for this study to interpret the selected objectives of

the internationalization processes in the Saudi Arabian higher education system. Personal

gains, in terms of the partial creation of global citizens, and societal gains, in terms of

addressing the unemployment issue in the country, are bringing education to the front line of

developmental success in the Kingdom. Investigating the outcomes of KASP in light of HCT

would help inform Saudi Arabian authorities and KASP participants about how these

expectations for change are being addressed through KASP. This study investigates the

potential for that change from the perspective of students benefiting from participation in

KASP. HCT is appropriate to explain the selected KASP objectives from a conceptual stance.

When it comes to the practicality of HCT and the scholarship program, the correlation

between the two could be seen as a contribution resulting from this research on issue. In sum,

Saudi Arabia invests heavily in education, namely for economic gains, and that is what HCT,

in theory, promotes.

Conclusion Human capital theory (HCT) suggests that humans’ capabilities can be cultivated through

education, which can then lead to societal change. HCT can be effectively applied to Islam,

as well, as Islamic traditions and sayings embrace the tenets of HCT. Islam, in the way this

37

Internationalization:Saudi Arabia

King Abdullah Scholarship Program

Human Capital Theory (HCT):

* Private & social returns to investment in education

* Faster economic growth

* Employment & Earnings

KASP

Selected Objectives:* Developmental * Cultural

Research Question:

How do King Abdullah Scholarship Program undergraduate and

postgraduate participants perceive the program experiences in regard to

the making of global citizens and securing employment?

Phenomenon investigated (KASP)

Dependent variables (Participants' Outcomes)

Theoritical Framework (HCT)

The case of KASP:

* The program grants sponsored students success in so many levels.

* The participants compare home nations to the developed states they are at and that lead to

unexpected outcomes.

The phenomenon of Internationalization:

* Successful implementation requires Developing-nation to conider serious procedures in bringing back

invested at citizens.

research presents it, and HCT, in theory, work best for developing Saudi Arabia into a

developed state. The concept of investing efforts in educating individuals of a certain nation

is what validates HCT as the conceptual method used in this study. In the next chapter,

methods for operationalizing KASP and HCT together in practice are presented, as shown

graphically and conceptually in Figure 1.

Figure 1. Conceptual Framework. This framework visualizes how KASP intersects with HCT

in the context of Saudi Arabia within this study.

38

Chapter 4

Methods

4.1. Introduction Detailing the methods used in this research is vital for a comprehensive understanding of the

way this qualitative research has been done, starting with the sampling strategy and then

providing a clear justification for the type of research this study employs. This section

outlines the questions that form the interviews, and then provides full explanations of the

participants and their characteristics. Lastly, it describes limitations and provides notes to the

interviews, then concludes with the data analysis processes.

4.2. Sampling Purposeful sampling, which is utilized in this research, is based on “the assumption that the

investigator wants to discover, understand, and gain insight and therefore must select a

sample from which the most can be learned” (Merriam, 2009, p. 77). The intentionally

selected sample is linked to what Patton (1990) thought of as “information rich” (p. 169)

cases where “one can learn a great deal about issues of central importance to the purpose of

the inquiry” (p. 77).

The target population for this study, the 2014/2015 KASP graduates in Canada, was accessed

through four Saudi Students Clubs (Toronto, Waterloo, Vancouver, and Ottawa) sponsored

by the Saudi Cultural Bureau (SCB) in Ottawa. The SCB administers the scholarship

regulations and its responsibility “is to report on the academic progress and movement of

individual students, advise on student wellbeing (academic and social), and distribute

monthly stipends based on a particular student’s scholarship award” (Bukhari & Denman,

2013, p. 154). The SCB is also “responsible for assisting Saudi clubs in their social and

cultural gatherings, and promoting areas of cultural communication, intellectual and

educational exchange between the Kingdom of Saudi Arabia and Canada” (Saudi Cultural

Bureau in Ottawa website, 2014). KASP graduates are split in two groups according to the

SCB in Ottawa: those who graduate in the same year, and others who graduated. The

researcher of this paper communicated with the clubs, as he is part of Toronto club, and

requested for the SCB to facilitate communication with KASP recipients, as this research’s

sample population, by passing on an invitation to be part of the study (Appendix D). The

invitation sent out through the four clubs stated clearly to the participants that all further

communication for those interested would happen directly between them and the researcher.

39

Authorities from the clubs and the SCB had nothing to do with participants’ contributions,

beyond facilitating the sending of the initial invitation. Regardless of whether participants

agreed to be part of the study, the clubs and the SCB would not be informed about who did or

did not volunteer to participate in the study.

Time restrictions were a strong constraint on the recruitment process, but the researcher did

work hard to maximize the number of the participants, aspiring for as high as 30, because

very few studies have researched Saudi-educated youth. The achieved sample included 20

participants. Although the number of respondents to the invitation to take part in the research

was not large, the sample did represent the diversity within the population of KASP

recipients. The participants did come from at least four major academic disciplines:

engineering, humanities, business, and science. The sample also represented all levels of

post-secondary studies, which are bachelor, masters, and doctorate, and included both male

and female KASP participants. This enabled the study to make inferences about the target

sample that might apply to the broader population of KASP recipients.

4.3. Methodology The nature of this research falls into the qualitative category of educational research.

Creswell (2008) defines qualitative research as,

[A] type of educational research in which the researcher relies on the views of

participants; asks broad, general questions; collects data consisting largely of words (or

text) from participants; describes and analyzes these words for themes; and conducts

the inquiry in a subjective, biased manner. (p. 46)

In discussing the historical developments of such research, Creswell (2008) asserted the

recognition of a qualitative research approach as it “has a role in advocating for change and

bettering the lives of individuals” (p. 51) and “can lead to information that allows individuals

to ‘learn’ about the phenomenon, or to an understanding that provides voice to individuals

[especially women] who may not be heard otherwise” (p. 213). This is what this KASP

research study concerns. This work aims to understand the program and highlight outcomes

related to it through the experiences of participants for the greater good of the sponsored

nation, Saudi Arabia, and other nations with such international scholarship initiatives in place.

What qualitative research “can offer the policy maker is a theory of social action grounded in

the experiences – the world view- of those likely to be affected by a policy decision or

40

thought to be part of the problem” (Walker, 1985, p. 19).

Data collection in this research happened through conducting interviews, which is a basic

qualitative research method to collect data interested in the following: “(1) how people

interpret their experiences, (2) how they construct their worlds, and (3) what meaning they

attribute to their experiences” (Merriam, 2009, p. 23). The author of this paper believes in the

strength of interviews in bringing out the depth of actual meaning of participants’ experiences,

and creating an environment for richer discussion and greater comprehension of that.

According to DeMarrais (2004), interviewing is a “process in which a researcher and

participant engage in a conversation focused on questions related to a research study” (p. 55).

These conversations always have a purpose (Dexter, 1970), and mainly, the researcher

wanted to find out what is “in and on someone else’s mind” (Patton, 2002, p. 341) about a

certain topic. Interviewing is essential when researchers cannot witness “behavior, feelings,

or how individuals interpret the world around them” and “is sometimes the only way to get

data” (Merriam, 2009, p. 88). The sample participants were interviewed in Canada, as fresh

graduates or in their last semester of school. Originally, there was an intention to conduct a

second set of interviews to follow up on the employment realities of participants, and to

check on their success in securing jobs and how being a KASP graduate has played role in

that. However, that component did not take place for reasons to be detailed in the limitations

and conclusion sections.

The author conducted one-on-one, standardized open-ended interview (Patton, 2002) with

each participant. The interviews each lasted an average of 60 minutes. Standardized interview

questions were used to “ensure consistency” and “guard against variations” (Patton, 2002, p.

346) in what was asked across participants. The open-ended questions enriched the data, as

“this format allows the researcher to respond to the situation at hand, to the emerging

worldview of the respondent, and to the new ideas on the topic” (Merriam, 2009, p. 90). This

was desirable in this study because all participants appreciated privacy in the freely structured

interview atmosphere. The questions asked fall under opinion and values questions and

experience and behavior questions (Patton, 2002), aimed at understanding “what people think

about some experience or issue” (p. 350).

41

4.4. Interview Protocol In this section, I present and describe the standardized interview protocol. These questions

are based on two selected objectives from KASP and this researcher’s understanding of them

in light of the main research question. The questions are divided into two parts: cultural

objectives, being global citizenship, and developmental objectives, being employment.

Furthermore, the questions have a focus on the result of being sponsored for education. The

conceptual framework guided the questions both directly and indirectly. Directly, the

framework relates to the outcome of the investment in education and how the students’

experiences explain that investment. Also, since economic return is one basic outcome in

HCT, some questions were formed in a way that should highlight that, if applicable. In

relation to the indirect relationship to HCT, this concerns other outcomes that might result

from being sponsored. HCT discusses the economical well-being of the individual and also

how that might lead to many other changes at both an individual and national level. The

questions were piloted on two individuals that match the sampling criteria in this study and

modified based on their feedback. After reviewing the original questions and excluding the

two tested individuals, the questions are outlined in Table 5.

Table 5

Two-Part Interview Questions

Questions

Part 1

...

C

U

L

T

U

R

A

L

Preamble: The scholarship program has to have

some sort of purpose and goals considering its

origin, Saudi Arabia, as a developing nation. From

your experience as a KASP graduate…

Q1: What is the purpose of the scholarship program?

Q1i: What is your understanding that KASP wants to

accomplish with this program?

Preamble: In this busy life of us and as an educated

individual, I suppose some of your decisions are

based on plans and personal wishes…

Q2: How did you become interested in studying abroad?

Q2i: What motivated you to apply for and accept the

KASP?

Probe: Was there anything else that contributed to your

decision?

Preamble: Life is full of ups and downs, and

memories are what keep us attached to our existing

experience as humans…

Q3: Would you share a very memorable moment being

part of the program?

Q3i: There might be some experiences that you consider

unforgettable, either positive or negative, while studying

abroad, will you share some of that with us?

Preamble: For sure the program has put you in a

much more socially and culturally diverse context

than Saudi…

Q4: How has participating in KASP affected your view of

social and cultural differences among people?

Q4i: How diversity works for you as a Muslim Saudi

42

Objective

…

G

L

O

B

A

L

C

I

T

I

Z

E

N

S

H

I

P

citizen?

Preamble: Participating in KASP places students in

situations in which they have contact non-Saudis as

part of their study-abroad life…

Q5: In communicating with people, how is interaction like

with non-Saudis? What kinds of interactions have you

had (did you have) with non-Saudis while participating in

the KASP?

Q5i: How have your interactions with non-Saudis

affected your comfort with dealing with people from

cultures different from your own?

Preamble: Graduating KASP is the last step, I

assume, before heading home, Saudi Arabia…

Q6: What are your thoughts about re-integration into

Saudi society after graduating from KASP?

Q6i: What challenges would you face as you try to fit

again in your own Saudi culture?

Q6ii: Do you have a personal “plan” for how you will deal

with re-integration?

Preamble: The Saudi government has done so much

for its youth in terms of creating a healthy

environment for their present and future, including

yourself and myself, and still trying to do much more

for its people…

Q7: What responsibility do you feel you have towards the

country and its people?

Q7i: What effect if any has participation in the KASP

experience had on your sense of accountability towards

Saudi?

Questions

Part 2

…

D

E

V

E

L

O

P

M

E

Preamble: Furthering your study is inspiring, yet you

may have gone through some tough decisions

related to your decision to pursue further

education…

Q8: What is your field of study and degree? How did you

decide on this area of study? Were there other factors

that affected your choice about what to study?

Preamble: Definitely after all the effort you put into

KASP and the making of your future, there might be

something you would be expecting after

graduating…

Q9: What expectations do you have in regards to

employment after you graduate?

Q9i: How realistic are these expectations? Please

explain…

Preamble: Life is full of ups and downs, and

memories are what keep us attached to our existing

experience as humans…

Q3: Would you share a very memorable moment being

part of the program?

Q3i: There might be some experiences that you consider

unforgettable, either positive or negative, while studying

abroad, will you share some of that with us?

Preamble: As I am part of the program, I know KASP

authorities have addressed the job-hunting process

in various ways…

Q10: What support is available from KASP in regard to

finding a job? Are you using that support, and in what

ways?

Q10i: What is you experience say about jobs in relation

43

N

T

A

L

Objective

…

E

M

P

L

O

Y

M

E

N

T

to KASP efforts?

Preamble: Coming from Saudi Arabia with some

knowledge about the Saudi job market has maybe

shaped the market for jobs around your field…

Q11: While participating in KASP abroad, how are you

able to learn about the job market in Saudi for people

with degrees in your field of study?

Q11i: Any help from KASP sources in this regard about

job market knowledge?

Preamble: There are formal and informal ways of

looking for job opportunities, including the use of

social networking…

Q12: What role if any has social networking with people

in and outside the KASP network abroad and in Saudi

Arabia had on your job search?

Q12i: What did those experiences bring to your intention

in regards to the search for jobs?

Preamble: Lately, there has been a shift in KASP

focus, which corresponds the government’s view of

Saudi market needs with scholarships…

Q13: What do you think about that?

Q13i: ‘Your scholarship is your career’ how do you see

that helping in the jobs process for graduates?

4.5. Ethical Review Research projects that consist of requesting access, data collection, data analysis, and

reporting still have ethical concerns which researchers should be aware of (Saunders, Lewis,

& Thornhill, 2009). As this research is part of a doctorate degree at the Ontario Institute of

Studies in Education (OISE), certain guidelines and regulations through the Research Ethics

Board (REB) at the University of Toronto were followed. The anonymity of the respondent is

paramount, as is his/her share in the research. It was also critical when conducting the study

to keep in mind the safety of the participants, which is labeled as “respecting the rights of

participants” (Creswell, 2009, p. 11). This would include, but is not limited to, individual’s

research-purpose awareness, results-delivery, life consequences of the study, and ongoing

options for participation withdrawal. Also, honoring research citations and reporting research

fully and honestly are crucial to researchers, participants, and future research-users.

Practicing ethics is a “complex matter that involves much more than merely following a set

of static guidelines … ethics should be, at all times, be at the forefront of the researcher’s

agenda” (Hesse-Bieber & Leavy, 2006, as cited in Creswell, 2009, p. 13).

To be specific, there was a concern regarding the sponsor’s knowledge of volunteers’

participation, which affected some of the participants’ willingness to share openly in the

44

interviews. Though all shared information was safe and anonymous, still, the majority of the

students felt unsafe sharing for this reason. This lead me to reassure them of the ethics

procedures followed in this research as part of the University of Toronto REB protocol. A

significant part of participants’ reactions is due to their lack of familiarity with research,

namely qualitative research. For instance, the citizens of Saudi Arabia are not involved in any

kinds of research, nor do they have knowledge about the process of academic research itself.

The education system in Saudi Arabia places almost no value on research. It is true that in

post-secondary institutions, research is starting to take place, but it is still at a very minimal

level that will not likely make a difference or affect the lives of people there.

All research projects are limited in one way or another due to the sample, resources, focus,

and time restraints, among others. Accordingly, interpretations of data and result should

differ and caution must be used when applying results or referencing findings. Limitations to

this study result from sampling only one KASP destination: Canada. Also, Canada is a very

developed nation, and understandings could differ for KASP participants in other less-

developed nations or even other developed ones. The context of the Canadian setting varies

in many aspects and should be noted. Furthermore, interviewing KASP females was an issue

due to Saudi cultural traditions and the limited the number of female participants in this

research, but fortunately that ended up being not an issue for the participants due to their

willingness to take the chance and contribute to their homeland, Saudi Arabia. One major

limitation is the developing nature of Saudi Arabia and its organizations, including the

Ministry of Education, namely KASP. Also, with the appointing of a new Minister in the

early months of 2015, KASP is going under an extensive review of its policies and objectives.

Still, the information gathered from the KASP official source, the Ministry of Education, is

considered reliable, but will require some updates and changes. It is vital not to undervalue

the significance of the findings of this study regarding the KASP program and other such

programs related to their application, effectiveness, and outcomes. This study might act as a

foundation for the Saudi MOE and similar service bodies to consider in advancing their

service.

4.7. Participants’ Profile A total of 20 participants were interviewed during the interviews: 13 males and 7 females.

Though most were Masters’ students, a few were doctoral and undergraduate students. They

were located in three Canadian provinces: British Colombia, Ontario, and Quebec. The

45

students located in cities a distance from my research base in Toronto were interviewed

through Skype, a Microsoft software used for audio and video communication. Face-to-face

interviews were conducted with those participants that were located near my research base in

Toronto, Ontario.

The students represented various academic disciplines: engineering (8), humanities (3, 1 of

them declined to be included in the analysis), business (5, 1 of them declined to be included

in the analysis), and science (4, 2 of them declined to be included in the analysis). Nine

students were graduates in 2014 and early 2015. The other 11 were scheduled to graduate at

the end of 2015 or early 2016.

It is important to make specific note of two participants who were about to graduate. I was

approached by non-KASP scholarship recipients who were sponsored by their current

employers – who follow the same KASP regulations. I decided to include their voices in the

research due to their administrative roles within the Saudi communities in Canada, and the

lengthy period, more than 6 years, they both spent abroad being sponsored by a Saudi

employer. Also, the fact that they both completed their Masters degrees and had previously

been KASP recipients is a key factor in including the data they provided. Their inclusion is

important, as it should add to the critical puzzle about employment of sponsored students

after graduation. Both finished school in Canada, went home to Saudi Arabia after graduation,

and secured jobs there.

Four participants declined to approve the use of their data once the interviews had been

completed and they reviewed the transcript. The withdrawal of these four participants left me

with a dataset provided by sixteen interviewees. The one and only reason for their declining

to be included was the participants being scared of sponsor’s knowledge of their participation

– and termination of the program because of that participation. This was not a surprising

result; I expected, due to sharing the same cultural background as them, for there to be a few

participants in that position. Admittedly, the idea of asking sponsored students to discuss

their sponsoring program was more intimidating than what I originally thought. All

participants agreed that they felt happy participating in the study, but after a while, the

feelings of shame and guilt started to control them somehow. It was not the study, they said,

that made them uncomfortable, but rather the culture of research and the world of academia

that most have no knowledge about. This air of the unknown made them decide to withdraw

from the study, but still according to one of them, “I know I should not, but I am afraid Rami.

46

Wish you can change that in us. Keep me posted please!” A distribution of participants’

profiles follows in Table 6.

Table 6

Sample Population Overview

GENDER LEVEL OF STUDY FIELD OF STUDY

Student A Male Master Engineering

Student B Male PhD Engineering

Student C Male BA Engineering

Student D Male BA Business

Student E Female Master Science

Student F Male Master Engineering

Student G Female Master Business

Student H Female PhD Science

Student I Male Master Engineering

Student J Female Master Humanities

Student K Male PhD Engineering

Student L Male Master Business

Student M Female Master Engineering

Student N Male BA Business

Student O Male PhD Engineering

Student P Female Master Humanities

Males A - B - C - D - F - I - K - L - N - O

Females E - G - H - J - M - P

Masters A - E - F - G - I - J - L - M - P

PhD B - H - K - O

BA C - D - N

Engineering A - B - C - F - I - K - M - O

Business D - G - L - N

Science E - H

Humanities J - P

47

4.8. Observations on the Recruitment Process With the Saudi Clubs being the medium for distributing invitations to participate in a research

study, a few issues arose. For example, according to the heads of the selected clubs, the

detailed and lengthy invitation was a major reason for some students declining to take part in

the interviews. Also, getting potential participants to review the documents and establish

communication with the researcher was another hurdle. Finally, requiring potential

participants to sign the consent form after agreeing to take part in the research was an

additional obstacle. According to the heads of the clubs, that has happened due to the students’

lack of understanding of research ethics processes, and their lack of knowledge about being

involved in “official matters” such as these. As I share the same culture with potential

participants, I know that it is not the norm in Islam to be approached by someone and to be

asked to be involved in a study based on a program involving Saudi Arabia. Despite these

challenges, however, I managed to overcome potential complications with some clarification

by discussing the risks of participation and how participants’ experiences would be part of a

greater cause than merely just this research study.

4.9. Notes from the Interviews Most participants felt confident using English as the language to answer the interview

questions with, but sometimes, participants used some Arabic words or phrases. The Arabic

was translated with their approval for the purposes of this research. Only two female

participants chose to use Arabic for the whole interview, and they based that decision on

being more comfortable in discussing the questions in their native tongue. It was at that point

that I had a sharp realization: the data I obtained from all participants was satisfactory in

terms of linguistic clarity, but “had I done the interviews in Arabic, I might have been able to

gather deeper insight from my participants” (Aldossari, 2015, p. 41). Moreover, having

female participants volunteer to be a part of this study was beyond my expectations, as I

expected to face more difficulty in recruiting them due to cultural and religious constraints –

but I was proven wrong. Four face-to-face interviews and two Skype interviews were

conducted with female participants. After the interviews, my impression was that if

participants were provided with opportunities by the Saudi officials to provide structural

feedback, and their voices were heard, they could potentially have a positive impact on the

program. In general, all participants enjoyed the opportunity provided to them to be heard,

which served to enrich and enhance the data.

48

4.10. Interview Limitations In the original research design, I planned to conduct two sets of interviews, with a period of

three to six months transpiring between them. The second set of interviews would have aimed

to be a follow-up interview focused on the employment component of the study. That plan,

however, was changed due to the rich data that the participants shared with me while

answering the 13 questions in the first interview process – which made all the participants

decide on their own not to take part in the second part. The answers provided in the first set

of interview questions covered the content and focus of each question from the proposed

second set of interviews. The participants also had much to say when it came to the practical

part of them being sponsored and the interview component regarding employment, despite

the fact that most of them had not yet graduated and were not yet actively seeking

employment. However, this component was something that participants reported they were

informed about. Participants indicated that they were connected to the reality of the market in

Saudi, and elsewhere, because of the Internet and the many social platforms they engage with.

Up to the moment of writing these limitations, I learned from social media profiles that only

5 out of the 20 interviewed participants made it back to Saudi Arabia, and all are females.

Still, there could be a potential loss in this situation by eliminating the second set of the

interviews. For instance, there can be serious feelings of either devastation or satisfaction

when participants experience the process of trying to secure employment. Also, four

participants decided to not approve their share of the data to be analyzed and their data were,

therefore, was not used in my analysis. When asked about their reasons for withdrawing their

consent, all showed high levels of worry for a breach of data anonymity, even though they

were protected under the ethics of this study. As I am aware of those feelings because I come

from the same land, Saudi Arabia, I feel that is a valid reason for not participating in the

study. Of course, inclusion of those experience could have added more depth to the study,

especially that two of the participants, who were Master graduates, decided to stay in Canada,

and the other two participants, who were recent graduates from undergraduate programs,

were offered jobs in Canada upon completion of their program. I believe that if their voices

were to be included, this study could have taken, potentially, a shift in direction towards

investigating the KASP loss. That might provide more information about the reasons that

underpin such cases, and the potential losses to Saudi Arabia that result from this – while also,

possibly, considering who can benefit.

49

4.11. Data Analysis Due to the limited number of the participants in this study, and taking advice from Walter

(2009) and Fredborg (2013), this research uses Microsoft Word and Microsoft Excel in

coding the transcripts of the interviews. Using Word and Excel is not less effective than other

more popular software analysis tools like ATLAS.ti or NVivo, as these tools are more

suitable for large scale studies with larger amounts of participants (Hahn, 2008; La Pelle,

2004). Commenting on the original text of the interviews and generating core ideas helped

me create labels to code the data with. Since the practical target of the data analysis is

answering the research question and the categories’ names can come from a mix of sources

(Merriam, 2009), I decided to conduct a Constant Comparative Methods (CCM). According

to Tesch (1990),

The method of comparing and contrasting is used for practically all intellectual tasks

during analysis: forming categories, establishing the boundaries of the categories,

assigning the segments to categories, summarizing the content of each category, finding

negative evidence, etc. The goal is to discern conceptual similarities, to refine the

discriminative power of categories, and to discover patterns. (as cited in Boeiji, 2002, p.

392-393)

Based on that view of CCM, I consulted a rich source entitled A Purposeful Approach to the

Constant Comparative Method in the Analysis of Qualitative Interviews by Hennie Boeiji

(2002) in categorizing the data. Boeiji describes three types of comparisons: 1) comparison

within a single interview, 2) comparison between interviews within the same group, and 3)

comparison of interviews from different groups, for example, ‘gender, level of study, field of

study’ (p. 396). That process resulted in one overall theme, as all the data fell under the

participants’ comments comparing the two nations: Saudi Arabia and Canada.

While transcribing the data from the interviews by hand and applying the comparative

methods, many differences and similarities have come to my attention. Leveraging the

parameters of the sample have funneled my analysis so I can narrow the findings down to

specific themes. The one parameter that helped define my investigation of the data was the

element of gender. Though level of study and field of study both were present in the analysis

and were significant enough to report on, the gender parameter dominated much of the

analysis and reporting. As a male researcher coming from the same land the participants

50

belong to, Saudi Arabia, a simple explanation can be provided to account for this. As

unbiased as I could be as a researcher, females taking part in this study exceeded my

expectations. This is primarily due to the inherited Saudi Arabia traditions and the fear I

faced in even thinking about including women in this study. Socially speaking, females are

voiceless in Saudi Arabia to a certain degree, and their unuttered voices can be heard only in

social media. That has to do largely with traditions and customs Saudi Arabian residents are

used to – and are unable to change. Academically speaking, it is rare to find a study including

women and referencing them as seriously as male participants. I am proud that in discussing

this with my research committee members and my supervisor, I was convinced to try

interviewing women – with excellent results.

Conclusion Choosing to put the findings into a comparison format – Saudi Arabia vs. Canada – was

informed by the data of this research study. The many differences between the two nations

prompted the participants to discuss their experiences as though they existed in two disparate,

different worlds. Focusing on the objectives of KASP, and understanding the literature in

light of internationalization and its vital role on developing nations, the purposefully selected

methods have led to a successful analysis, as the next chapter shall explain.

51

Chapter 5

Findings

5.1. Introduction The research question of this study is comprised of two parts: how do King Abdullah

Scholarship Program (KASP) undergraduate and graduate participants perceive their

experience with the program regarding both their development into some elements of global

citizenship and their ability to secure employment? To explore this in more depth, findings

from the interviews are presented based on selected questions and answers from the interview

guide (Appendix D). After analyzing the data that corresponds to participants’ answers (with

the focus of global citizenship comprising questions 1 through 7, and employment

comprising questions 8 through 13), I discuss the views communicated by the participants

concerning the state of Saudi Arabia as a developing nation, specifically in comparison to

Canada as a much more developed country. Two parts within the first major section are

included: first, presenting responses on the education the participants received abroad and

what they think is missing from the education system locally in Saudi, and second, focusing

on how KASP, through abroad-education, is creating some sort of global citizens who are

challenging the status quo in their home country of Saudi Arabia. The second major section

brings out discussions regarding employment in terms of the Saudi market and its

characteristics. This section is divided into three parts: first, discussing the support KASP

recipients receive in relation to jobs, second, addressing the newly adopted KASP initiative

‘Your Scholarship is Your Career,’ and third, sharing how responsible the participants are

feeling toward their sponsor nation, Saudi Arabia. The final section sums up participants’

comments about the route Saudi is paving for itself by using principles from human capital

theory, ultimately aiming to become a developed state.

This breakdown of my research findings is illustrated in Figure 2, which details the sequence

in which this study analyzed the data.

52

Figure 2. Data Analysis Sequence. This figure explains the process through which data was

analyzed in this study.

Saudi (Developing) vs.

Canada (Developed)

Education (Abroad/Local)

Global Citizens (Status Quo)

Employment (Support/New KASP)

Saudi HCT (Developed)

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5.2. Section One: Saudi Global Citizens Pathway – Introduction This section introduces representative participant responses to the first part of the interview

questions: the global citizenship component. The seven questions (questions 1 through 7 in

the Interview Guide) served to lay the groundwork for deeper insights to be gleaned

regarding the participants’ views regarding their home country, Saudi Arabia, than regarding

the students themselves. The interview responses resulted in comparisons about the local

education system in Saudi versus the Canadian education system. That distinction in the

education systems has led KASP recipients to transform from being merely sponsored

students, which I believe is partially consistent with conceptions of global citizens, as

described in the literature reviewed in Chapter 2.

The seven global citizenship questions outlined in Table 5 and many aspects of the responses

given by participants provide a clear message regarding the kind of state Saudi Arabia as a

developing country is becoming. Before detailing those responses, I would like to share a

number of labels the participants assigned to the scholarship program during the course of the

interviews while answering these first seven questions. These titles shed light on how KASP

recipients view their experience, and the program at large.

The most commonly used term stated by 13 interviewees (29 times) was opportunity. Other

words used included advantage (4 times), chance (2 times), dream (2 times), great force (1

time), and liberating soldiers (1 time). This requires me to define the term opportunity so an

agreed-upon understanding using the participants’ own terminology.

Opportunity is defined as “a favorable juncture of circumstances” or “a good chance for

advancement or progress,” and comes from the origin opportune, which itself is defined as

“occurring at an appropriate time” (Merriam-Webster Dictionary, 2016). This definition

aligns closely with some participant responses. For instance, Student B says “When [the]

King Abdullah program started, I realized that it is a very great opportunity that might not

come again and I either take it or forget it, so yeah, I started looking for how to get this

opportunity.” Also, Student C believes that “I wish everyone has this opportunity in Saudi to

come here, because I found this so much helpful.” Participants in this study are well-

positioned to speak to the opportunities afforded by the KASP program, as they have lived

that experience first-hand and can attest to the possibilities afforded, or not afforded, by the

program. No one could tell how KASP can be identified as an opportunity than those who

lived the experience and attest the best to all that goes within the world of KASP. Student P

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thinks “the program is a very great opportunity that blends you well with the world because

we are blend-less individuals.” The student here characterizes Saudi Arabia in a manner that

may not be shared by others, referring to Saudis as being “blend-less.” Additionally, Student

E sees KASP, as “a really good opportunity, KASP pays for the school, they pay for the

health insurance, and basically everything.” Here, again, the participant describes their own

interpretation of KASP participation as being an opportunity. Lastly, Student M advises that,

“If you really work on all kind of opportunities that you have here, you will get a lot.” Thus,

the program is labeled with what the participants think they are receiving: an opportunity, one

which cannot be received at home. The feelings which have been born out of these interviews

regarding potentialities and opportunities are, in the researcher’s view, worth of a study on

their own.

5.2.1. The Purpose of KASP: The Developing Saudi Arabia vs. The

Developed Canada

All 16 participants, with their many differences, agreed on the positive aspects of

participating in KASP while discussing the purpose of the program. Starting with Student A,

he believes the Kingdom “wants people with higher education developing the country.” His

belief comes out of his KASP experience, and his reading of a very widely-known book

called Haya fe al Idera ‘A Lifetime in Administration’ by Ghazi Al Gosaibi (1999). That book,

which the researcher has also read, as well, validates a certain affirmation on the role of

investments in education – much like what HCT promotes, as a theory – in developing

nations and the role that some educated figures, including the writer himself, have had on

Saudi Arabia. On the same note, Student E thinks that the ultimate goal for KASP is to

“move Saudi Arabia from the developing countries to the more developed countries.” Saudis

know the reality of their own home, and even if they would not identify their country as

currently being ‘developing,’ culturally, they are aware of the transition their country is

experiencing. This cultural acknowledgement is further explained by Student L, who says “I

believe the purpose of the program is to enrich the Saudi workforce with bringing new

experiences to youth to be more exposed to diverse academic and professional backgrounds

all over the world in different sectors and fields.” Students do realize what KASP is exposing

them to, and they see how that process might contribute to the larger betterment of both

themselves and their home country of Saudi Arabia.

Such a path to betterment, however, can be taken only if change is allowed to happen. To

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explain further, Student B assumes that “the purpose is to get more cultural experience and

education so they can make change as the government realized the need for change through

different knowledge sources or more advanced knowledge.” Clearly, with this testimony,

KASP is considered to be a bi-product of a call for the development of a knowledge-based-

nation – and this participant witnesses that move. Many people who attend schools in

developing states recognize this shift, as schooling strategies are beginning to change. That is

what Student C trusts KASP to be doing, as well; Student C explains that “the purpose is to

get knowledge, to educate us, to get more knowledge and give it back to Saudi.” Knowledge

is a keyword in this exact quote and carries many meanings, especially in the case of the

developing Saudi Arabia. To Student F, different knowledge – and more knowledge – mean

“good quality education, the main goal is to have good quality education. We are not

memorizing anymore. We are thinking in different ways.” In agreement, Student O asserts

that “the purpose is to get the best education and secondly to understand diversity and get

involved in the diverse society offered on those countries.” Conclusively, investing in the

education of Saudi youth offers some significant progress towards putting Saudi Arabia onto

the map of developed nations; understanding diversity is at the top of that list. Diversity is

among the many features the participants have experienced through the KASP program,

something which resonates loudly from their time spent in the Canadian educational system.

KASP’s purpose has much to do with the diversity concept experienced by many of the

participants while in Canada – which, for some, is missing from the Saudi context. Student P

is living the concept of diversity in an unprecedented way, as she says, “I am enjoying the

program culturally more than educationally. To live diversity is a great example we need

back home. KASP will improve, develop, and update Saudi with education mixed with

diversity.” KASP is taking place in other less diverse nations, but for participants studying in

Canada, their experience in this country has modelled the concept of diversity for them. The

culture that Student P is referring to highlights one aspect that Saudi Arabia is currently

working toward developing. Diversity is a sign of progress and development, and thus,

implementing diversity into society might lead to further development. That is also true for

Student I, as his first uttered sentence about the purpose of the KASP program is “to make a

new generation a little bit reminded to be able to adopt a new idea, a new culture, to be able

to live in new culture, as well, and to be able to have more acceptance for others. This will

improve our country like Canada.” Consequently, the participant considers this KASP

opportunity as another tool that might help improve Saudi Arabia – in a way that it becomes

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more similar to Canada.

It may seem odd for the participants to compare Saudi Arabia and Canada so strongly, but I

believe this is a healthy gesture for Saudis to be able to compare different cultures and

establish baselines and standards for such comparisons. Canada, for instance, is a leader in

applying diversity and maintaining a healthy environment for it to flourish throughout society.

That is why Student J considers the purpose of KASP as to bring a “new perspective to the

minds of people in Saudi Arabia to be more open minded and start shifting the ideology of

the Kingdom to something more modern by exposing people to places like Canada and

multicultural locations.” It sounds like this is a ‘must’ to learn from participants’ time spent

in Canada – not simply because Saudi Arabia lacks elements of open-mindedness and

diversity, but because of its great effect on this globalized world. Canada is the place to

“experience all life,” according to Student M, who directly says of KASP that “it is not only

education. That could be done online. It is more to open the minds and let Saudis open to the

world.” For participants, just to step outside of the Saudi box would bring depth and meaning

to the minds and souls of Saudi people. Saudi Arabia is aware of the widely-shared opinions

expressed by this study’s participants, and I believe that it advocates this belief for KASP

participants through regulations and support for the program by the authorities. The Saudi

Arabian investment in education grants the country access to key elements in advancing its

nation’s diversity.

Student D believes that, “the hidden agenda behind KASP is just to liberate people from their

outdated cultures and customs to be open to globalization and other stuff?” Liberation is

never welcome in Saudi Arabia, according to the traditions and customs. Student D

elaborated about the purpose of KASP by saying,

Here in Canada, diversity is vital component for the workforce. They protect many groups

to enter the labour market. Back home we don't have that kind of diversity, so they try to

diversify the education to bring different perspectives for the whole country to learn from.

Education is an agent of change in both developing and developed nations. Diversity through

education could help present the workforce with the elements required for the nation to

benefit the most from the development of its people. Student O explains the relationship

between KASP and the perception of Canadian success as a developed country by asserting

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that KASP sends students to developed nations with the goal of intentionally exposing them

to “what is the success formula that advanced nations are inheriting and how they are

applying to their daily life.” If we consider Canada to be a model for a successful nation,

living success through the KASP program is effective in achieving the end goal for KASP: a

developed Saudi Arabia. Such investment pays off when the program develops a level of

understanding of global citizenship, which is the case with KASP graduates themselves.

Developing Saudi Arabia could possibly happen through the kind of “quality education”

(Student F, Student G, Student I, Student O, Student P) the participants are experiencing in

Canada. Student N’s views on the purpose of KASP it is a little different, however. Although

he believes in ‘change’ as being the purpose of KASP, he expresses some worry. He

responded, with his voice raised and tone changed, when I asked “What is your

understanding that KASP wants to accomplish with this program?” with,

Change is the purpose I said and I believe it, but here is a great example, one guy and I

loved that guy. He went to Riyadh [capital of Saudi Arabia], to a very poor area there,

just 2 or 3 kilometers away from the heart of the city, people dying of hunger, he found

it, filmed it, and then he got caught. Why? Why? Why? That guy, by the way, he was in

the scholarship program. He went outside. He studied, he learned, the government sent

him, he want back, he wanted to make a change and he was going to jail. Actually, he

went to jail for couple of weeks as a warning … they made it red line. A change is a red

line. That’s how they made it. There is no change. Change comes from them [the Saudi

authorities]. If you want to make a change, you’re crossing the red line and you might

try and nothing happens to you. But trust me, once you make any improvement and it

gets bigger and louder, it’s going to start bothering them, and once it is bothering them

you’re done.

Even if I would accept the fact that this participant is exaggerating, there is no possible way

to hide facts as the Internet can deliver what we would not deliver to people’s minds, the truth.

Sometimes change is planned, but other times plans change and further goals take place and

little control would be applied then, if not none. Student D finished his comments about the

aim of the scholarships as “all we need is just to go back to challenge the status quo there to

succeed, and that is happening with our education here in Canada.” The belief that education

can be an agent of change in Saudi Arabia, particularly for KASP participants, is widely

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spread among the recipients of KASP in this study and elsewhere. The status quo in Saudi

Arabia is known world-wide: it is a country known for its wealth, religion, and out-dated

traditions, according to study participants. By educating KASP participants at Canadian

institutions, Saudi Arabia is passing to some of its youth certain characteristics, assuming

they would learn from them and would, in turn, hopefully export back home the

characteristics and values which suit their country in its developing present and developed

future. This is at the conceptual heart of human capital theory, where the return on the

investment of educating the nation’s individuals is either economical for themselves, or even

bettering the conditions of their surroundings.

When considering participants’ responses regarding the purpose of the KASP program, and

leveraging the parameters (gender, level of study, field of study) in the analysis of that data, it

appears that males in both undergrad and post-grad were much more relaxed when expressing

their opinions and voicing concerns. This is not to underestimate what the females

participants disclosed, but this trend could possibly relate to the nature of Saudi Arabia’s

social context. For instance, as one female participant (Student M) says about re-integration

into the Saudi society, “You are always afraid from the society, especially females like

myself, but after you have the courage to express your opinion because you know that you

are right and this is the right way, its better now.” In comparison, the sense of freedom the

males enjoyed in this part of the study was truly a natural dialogue. That sense, however, was

lost for the females – and their being in Canada has changed that in themselves according to

their participation. But, those lacking the thing could be best in describing how it feels once

they learn what was missing. The females’ freedom in speaking up has proved that KASP is

heavily emphasizing the women’s taking part in the program.

However, when discussing diversity as an outcome of their experiences in Canada, females,

of whom all are post-grads, are much more able to connect their answers to their experiences

by using the ‘ing’ form in responses (“enjoying,” “shifting,” and “opening” as examples).

This reflects an ‘in action’ use of words, revealing that Saudi females, most of the time, are

concerned with the texture of Saudi society. It appears as though female participants have a

common belief that Saudi Arabia, as a nation, is currently investing in progress for its people

– getting participants developed, for instance, through education in other developed,

advanced nations like Canada. Males, in comparison, were able to relate to diversity in a

different tone, as for them, they are already included in Saudi Arabia and are not feeling what

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the females expressed. The nature of Saudi Arabia plays a large part in this, according to the

participants.

In regards to the participants’ level of the study, those who joined KASP to further their

education after earning their undergrad from a Saudi institution were very aware of the

purpose of their experience in Saudi. Finishing one degree in Saudi Arabia equipped these

participants with a unique foundation upon which to answer the interview questions. Those

earning their undergrad through KASP have different experiences than those who earner their

graduate degree through KASP, already having an undergraduate degree from Saudi Arabia.

Though both groups originate from the same culture, differences can be noted in their

responses based on this parameter.

In relation to what field the participants are enrolled in, each participant indirectly tried to

connect their responses to their field of study, giving examples that were filtered through that

lens since it was what they were most familiar with. For instance, those who majored in

engineering had responses that differed slightly from participants with other majors, as they

showed interest in providing deeper details and related their answers to the nature of the field

itself. Others majoring in business, for example, did talk about the market quite heavily when

detailing their responses, as that is their area of interest.

Summary

In summary, the research participants view the broad purpose of the King Abdullah

Scholarship Program (KASP) as being a guided, official effort toward moving Saudi Arabia

forward to join the map of developed nations. KASP is giving Saudis a taste of being

‘developed’ by offering to them the opportunity to spend a period of their life in developed

nations like Canada through the power of education. This highlights the first and utmost

benefit of internationalization: development. Of course, that development can take many

shapes, but there is significant evidence for its connection to the processes of

internationalization. Additionally, the two researched objectives in this study are surely

touched through their participation. Culturally, the participants are living the change.

Developmentally, the tools gathered while living the change is what should open the doors

for them to occupy their place in the job market. Now, let the interviews disclose how

education is helping advance Saudi and its people, which will be explored in the following

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two sub-themes: first, the education abroad (Canada) vs. the local education (Saudi Arabia),

and second, the Saudi student vs. the global citizen.

5.2.1.1. The Education Abroad (Canada) vs. The Local Education (Saudi

Arabia)

In this sub-theme, I discuss the role education abroad plays in crafting the comprehension of

this notion of global citizenship, which can take charge of and provide leadership in the

country’s developmental era. Furthermore, based on the participants’ experiences in Saudi’s

local education system – including both public and higher education – their perspectives help

clarify what elements are needed to promote change, and how KASP experiences might

advance such change. This discussion, in particular, draws upon participants’ responses to

interview questions 1, 2, 3, 4, 6, and 7.

As noted in previous sections, diversity is the most highly referenced KASP experience from

this study’s participants, highlighting it as the most significant dimension offered by

participating in the program. According to some responses, the diversity experienced in

Canada through the KASP program is opposite to that experienced in the Saudi Arabian

context. Student P, when sharing memories from her Canadian KASP experience, says she

appreciates what her Canadian friends have given her as ‘support.’ She notes that,

It is a culture thing here [Canada], to encourage you. I never felt bad here [Canada].

Every Canadian I met with has supported me in a way or in another. They are so

supportive. There is no possible way I will forget their attitude toward me. I owe them a

lot. I cannot think of one Saudi person who supported me here [Canada], zero. All I got

from them was discouragements.

Support falls within the spectrum of diversity, since support and encouragement is borne

from citizens’ appreciation of each other’s unique qualities. Exporting this kind of cultural

ideal from Canada to Saudi Arabia is extremely ambitious, but not entirely impossible.

Regarding the kind of social discouragement Student P talked about, which almost made

Student C quit KASP, he shares a negative memory, as follows:

Everyone just kept saying, discouraging me, and saying you won’t know anything, just

go back home. You are wasting your time. And I believed in just one person who just

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said, “You can do it. You can do it.” You know when you have no English, I was

speaking so little. Even I cannot communicate with people to order from McDonald’s.

So everyone just kept saying, “don’t waste your time, just go back home, have work

and some stuff, go with your family.” All were Saudis to be honest with you.

Both encouragement and discouragement were faced by participants in the KASP program,

though from different individuals. As evident from the data, KASP participants received the

much needed support and encouragement from Canadians that they failed to receive from

their own people – Saudis. Mutual respect is a clear marker of a diverse society, Canada

being one of these nations, and the mutual respect and encouragement experienced by KASP

participants in Canada reveals that in their experience this element is lacking in Saudi Arabia.

So, from that one could say the students’ being in Canada is getting them what sounds need

fixing or one may say missing for real from the Saudi context. The culture of mutual respect

is a well-known feature of societies that believe in diversity and implements that and Canada

is among these nations.

Regarding the diversity piece, Student M named a few Islamic characteristics that were

missing for her in Saudi when she was asked about diversity as a Saudi Muslim citizen

residing in Canada. Student M commented that “to accept you as a human, never mind your

skin color, your background, or your religion. Also, respect, here you respect them they

respect you. We are respecting each other with no criteria. Isn’t Islam means peace!” Relating

those features to Islam is one thing the Saudis consistently do: it is the religion we view the

world through, it is the culture Saudis are raised within. I never questioned the participants’

own words, but this could open the gateway to a different path for the research than initially

expected: Islam and Islamic nations versus Internationalization. This same student, for

instance, repetitively used the term ‘accept’ 16 times in discussing diversity and her being in

Canada in comparison to Saudi Arabia. That paralleled the views of Student L when he

commented on the same question by saying,

I started to change some of the ideas that I used to have for a long time only because of

seeing and hearing and letting other opinions to arise. The Saudi/Middle eastern Islamic

perspective of everything never works here. I changed by not only contacting Muslims

here, but also communicating non-Muslims, have helped me to realize more about my

own religion. So the more you discuss with them [non-Muslims], the more you realize

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that there are some things within your own belief that you can actually get rid of as they

were only part of the culture, the traditions, not really part of my faith per se.

The participant recalls his thoughts from the past and his experiences when he was in Saudi;

the changed context he lives now is surprising not only for me as a researcher, but for him as

a participant, as well. A change to ideologies occurs while participating in KASP among

participants in Canada, and this is another signal to mark the effective role of the scholarship

program at a deeper level. Again, Islam is brought to the discussion as it has a great role in

Saudis’ lives. To say “communicating non-Muslims, have helped me to realize more about

my own religion” is another quote that elaborates on previous quotes by Student H who said,

“In Canada, we are living Islam in a more universally accepted way and believe it or not,

even my dad whom is in his 60s did change a lot. Trust me, Saudi is not Islamic at all. Its

diversity.” After a couple years of living abroad, it was intriguing to hear the experience of a

Saudi citizen stripping the most critical piece of their Saudi identity, the cradle of Islam, to

make her more proud of being Muslim. This view, shared from the interviews, had a

significant personal effect on me, and also opens doors for future research in regards to

religious identity and effects of education.

Diversity is experienced by KASP students through many means, and for this study’s

participants, education in Canada is the primary medium. Student A, in sharing his thoughts

about re-integration into Saudi Arabia, says, “I want to show Saudis that diversity is a good

thing because Saudis don’t believe in diversities. Even though we are diverse, yeah.

Hopefully I can see people accept others without focusing on anything, education here teach

that.” Again, discussing the very nature of Saudi Arabia happens naturally, as the participant

was born and raised in Saudi and is now living the privileged KASP life that reveals another

worldview. This principle prompted Student E to bring out her best memory discussing

diversity while studying in Canada and says,

It’s a pleasure when I just hear my Japanese friend telling me that every time I listen

people talk about Saudi Arabia or Islam, I would just defend. Yeah, because she would

say “oh, stop I have a Saudi friend and she is really good lady, so I know these people.

This also could be seen as the very ultimate goal of KASP: to advocate and uphold the

reputation and religion of Saudi. Student A sees this indirect educational effect on diversity

as answering ‘how being part of the program has affected him socially and culturally’ by

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saying, “education is an opportunity here in Canada to communicate with a lot of people from

different countries and to know about their country’s culture and teach them about mine.

Saudi needs this.” That is the cultural objective of KASP, and one of the selected objectives

this study investigates. Of course, such a feature will not develop without a system that

actively advocates for it. Student P, in detailing her interest in KASP, thinks “the educational

standards here in Canada are really high … the system opens its doors with no criteria …

teach you how to have value in life,” while Student M says her reason to join KASP was “to

get such different kind of education from what we have in Saudi, we are here.” These

outcomes will not solely be reached through education alone, but through a system that trusts

in the principle of diversity to deliver these outcomes – where citizens can feel included and

valuable.

Diversity can also come to fruition by allowing mutual professional communication to take

place. Student D shares about that while chatting about his decision and motivation to accept

KASP:

The huge gap exists between educators back home and the students. Here [in Canada] I

think the gap is lower. There’s something called “power of distance” in psychology. So

the power of distance in westernized society is just shorter than in our society. So if you

talk to a professor, you might seem like you’re talking to your colleague rather than an

authoritative party, not like back home. You don’t have that luxury to talk to someone

freely. You’ve got to take an appointment, so it’s kind of frustrating for people who

want to advance very fast. I reached a tipping point where I was like “I can’t take it

anymore.” I have to change the environment for me to grow.

There is no way to know the ‘luxury’ that Student D is describing without really living it.

Describing a chat with a professor as being a ‘luxury’ carries a variety of implications. The

availability of such an environment in Canada for people to grow exists, and is called a

‘human right,’ which is part of the concept of diversity – and the support of KASP authorities

to sponsor thousands of Saudis in many Canadian institutions proves that. Student N, when

remembering a couple memories attached to his KASP journey, says, “I would love to go

back right now, raise my children, live a happy life around family, that’s my country. I love it.

I would do that. All everyone needs is good education for the kids and good health system.”

Those extreme differences between Canada and Saudi Arabia have a profound effect on some

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participants. Whether the Saudi local system will actually benefit from all the participants

engaging with KASP or not if and when they return home, that is another significant issue.

Limiting and isolating the outcome of the program on a solely individual level – earning the

designated degree – is the minimum that could be achieving, while much more could be

expected from participants.

As illustrated, the theme of diversity surfaced in a variety of ways through the participant

responses. Some participants talked about diversity in relation to the support they get from

the educational system in Canada. Others talked about diversity in relation to the unwavering

acceptance they encounter while residing in Canada. Others think of diversity as means of

communicating with others. Some go further to label it equally to ‘Islam’ and their way of

being. All of these experiences fell under the broader theme of education when comparing

Canadian and Saudi Arabian systems, and these experiences are the distinguishing factors

that characterize both systems from the participants’ perspectives.

Regarding the quality of education that KASP provides participants and considering the

participant parameters – gender, level of study, and field of study – it is fair to say that the

participants’ perspectives in this section are similar across all genders, all levels of study, and

every field included in the sample. The most obvious reason for participants being in Canada

is mostly educational. Their insight on the quality of education they encountered while

studying in the Canadian system, in contrast to their experiences and perceptions of education

in Saudi, are valuable and could be addressed in a way that promotes an understanding of the

elements that they believe are missing from the Saudi educational system.

Gender-wise, the females elucidated more readily the elements missing from Saudi Arabia

that they experienced in Canada. Regarding communication, respect, acceptance, and many

crucial elements of their life reflect the experiences that have been validated for them in

Canada, while highlighting the values they feel are lacking at home in Saudi. The males

differ substantially, as the missing elements identified by females exist by nature in the Saudi

Arabian context for males. Still, males and females both agreed on the hidden power KASP is

passing to them to realize much more about Saudi Arabia, their home. When Islam was

brought up as the one thing the world knew about Saudi Arabia, certain participants felt as

though KASP was revealing the real Islam. This could be enough reason for the whole

program to stop receiving support from many people in Saudi Arabia, as KASP is doing what

some feel is ‘exposing the truth of Saudi’.

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Regarding the participants’ level of study, it was revealed that spending a few years in a

Saudi educational institution would help the participants in this study juxtapose their

experiences in Canada, viewing them as much richer and drawing starker comparisons. In

this regard, however, field of study has no discernable correlation with the participants’ views.

Summary

Investing in humans’ education is at the heart of human capital theory (HCT) and,

undoubtedly, with this is the experience reported by participants in the KASP program

interviewed in this study. In their view, the purpose of KASP aligns with HCT in addressing

the need for education to effectively improve the economic conditions of individuals who

participate in the program. While HCT focuses on the economic elements, KASP is,

according to the interviewees, offering to its’ participants much more than that, particularly in

relation to their development certain elements of global citizenship. Still, the role KASP is

playing with these participants might play a critical function in shaping the developed Saudi.

This is one avenue for answering the main research question: by offering education

empowerment to the recipients of scholarships, the KASP program could have a role in

crafting some characteristics of global citizens within participants. In addition, that

educational tool might have an effect in reducing the current high unemployment rates with

credentials and an international ‘flavor,’ a possibility that will be explored further in another

section of this report. In the next section, insights are gleaned regarding the citizenry

transformation that the students interviewed encounter, as they become citizens of the world

through their KASP journey, the Saudi version.

5.2.1.2. The Saudi Student vs. The Global Citizen

A variety of sub-themes arose from the analysis conducted in this research, and in this

particular sub-theme, I present the transformation KASP participants go through, beginning

as students and emerging in ways that resonate with the identity concept of global citizens.

The change, mostly socially, that the students experience in Canada alters their worldview

and perspective. This change manifests mostly when participants reflect on their journey, or

recall memories from back home in Saudi Arabia. The data for this section come mainly from

responses to interview questions 2, 3, 4, 5, and 6.

The participants in this study originate from many areas in Saudi Arabia, which makes them

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unique in representing those smaller societies they belong to. Still, all have different

perceptions about going back home and voice some concerns about this. For instance,

Student M talked about her fear when discussing re-integration into Saudi Arabia by saying,

Maybe just getting stronger is an issue for them. You are getting stronger. You are

more able to express your opinion. Maybe before the scholarship, maybe you feel like,

even if you have different ideas, you are kind of afraid to express it. You are always

afraid from the society, but after you have the courage to express your opinion because

you know that you are right, or you are dealing with different people who accept that.

So knowing you are more or kind of stronger. So it’s really difficult to re-engage in the

society and to have people accept you. Like the new version of you.

I am privileged to have this insight shared with me, but as I listened to Student M, I was hurt

as it revealed how unequally, classified, and degraded women generally get treated in Saudi

Arabia. KASP gives female participants another set of life conditions that grant them new

opportunities and experiences which enhance their understanding of the world. That same

exact vocabulary used by Student M was used by Student E while talking about her motives

to join KASP, as she explained that

If I want to get my master’s degree in Saudi Arabia, I could have done that in Saudi

Arabia. It would be much easier for me. I would not get all this kind of comments, for

example, because I’m a girl and so people would say, “oh, you are studying abroad!”

They have kind of bad comments sometimes, but now, I’m kind of strong girl, I don’t

have any problem with that, and so I can face this kind of comments. I can say I’m an

independent girl and I can change a lot in my country.

Here, Student E appears to be voicing a desire to run away from her restrictive society, while

also, at the same time, wanting to put in effort to change it. Females in Saudi Arabia suffer

based on their participation in such programs, an unfair predicament they are placed in due to

the traditional values and customs of the culture. Both female participants, whoever,

expressed their pride in being stronger in a society that considers females weak or less

important than males based on religious understandings and cultural habits. It is a change

they are enjoying now, rather rejecting, and they plan to bring this new view home to Saudi

Arabia. Thus, it appears as though KASP participants both desire to and are equipped to help

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change lives.

Saudi Arabia and Canada differ substantially, which accounts for participants delineating

their description of their experiences on a binary between Saudi Arabia and Canada. In

Canada, Student G felt as equal as her professor. She expressed this view to me when

deliberating about KASP’s role in placing the students in different social and cultural

contexts, saying, “Here, I discovered that I and my doctor are the same. Equal we are. He

improved himself and I am doing that now. That is the only difference. People are equal.”

This is one benefit of placing KASP recipients in developed nations, which reflects what

some developing states like Saudi Arabia aim to have – and simply cannot offer from within

its borders due to its conservative nature. Furthermore, when we chatted in regards to

diversity, Student G said, “I am always tough and mean with men. But here I realized that

should not happen again. It is Saudi society that formed that in us. Men and women are guilt

free from this behaviour.” Experiencing social life in Canada brings Saudi Arabia to the

conversation, as always, in this study – the two countries are always compared on a binary.

The gender social gap is significant, and is always protected by the religious sayings and

norms that Saudi society has been living with for a very long time. That is why Student P

believed the purpose of the program to be as follows: “KASP is developing the students, their

kids, their families, their communities, and definitely our country through knowledge and

education. It's the culture that needs work not the people in Saudi.” Student P added a

description of re-integration into Saudi after KASP by saying, “People ask me a lot, why you

changed? I always say “I learned how to change, I lived the change, so I changed.” For many

of the participants, “change” is synonymous with the way that they describe the nature of

KASP experiences. Change is crucial for growing and development. The underpinning nature

of Saudi Arabia, Islam, supports change and women deserve their rights in Saudi Arabia to be

changed, as per the interviews in this research and many other sociological studies.

Life passes by in Canada and the participants remember details and memories that add value

to their being, making KASP experiences worth sharing and a valuable asset in both their

present and future. In tackling memories with Student H regarding social transformations, she

said, “Here, I am alone, and I thought I won’t survive because I am a woman, but no, I

became more responsible and independent and I challenged women’s status quo there.” Here,

Student H is referring to Saudi women in particular, as she belongs to that group. That status

quo deals with women being portrayed and treated as unable to be responsible and always

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requiring help from men, their guardians – she explained as she chatted off record with me.

The participant described that “the situation here is healthy and all natural, but in Saudi that is

not normal there. It's a challenge and we [referring to women] will do it.” Living a well-

balanced life is sometimes not a reality for women in Saudi Arabia. Life in Canada offers

more than what KASP first and utmost aims for – the education (degree) – along with the

other three objectives: the cultural, the developmental, and the social components. Student K

details his memorable experiences with the program:

We got so attached to the lifestyle here, that’s for sure. Memories with the lifestyle is

plenty and pleasant. It’s plenty and pleasant and we got so attached to it. But in terms of

the program itself it was miserable dealing with it. They facilitate a lot of things in

terms of finance and stuff, but somehow ... I don’t want to be so negative, the unclear

regulations and these things like we used to struggle when we came across any

obstacles in terms of “I want to do this, I need to extend my scholarship, I need to

switch, let’s say, my university, I want to switch my program, I want to do this or that”

and it’s for the best for me and for them, as well. But always the bureaucratic things are

always miserable.

KASP recipients are practicing what sounds to be the total opposite of what they are used to

or raised to accept as ‘normal’ in Saudi Arabia. Discussing those little differences in

communicating with people in Canada signals the development that is taking place, possibly

because of KASP.

Around communication with non-Saudis, Student J had her own ideas:

It’s very different to deal with non-Saudis, especially Canadian whites, than your

regular Saudi friends. In terms of personal relationships, I feel like they are more

accepting. I can tell them anything and they won’t judge. I can talk to my Canadian

friend about anything, and she will never, ever, ever, not once in a million judge me, or

say “oh my god” or “oh, why are you thinking that?” And I love that in her and I feel

that if we learn that from them [Canadians], as people, we will live way more

peacefully with ourselves, with our friends and with our families. I also have very big

circle of friends whom are non-Saudi Muslims, Canadian Muslims, non-Canadian

Muslims, Algerians, Pakistanis, and them as well are more accepting than Saudis are in

terms of understanding. One of my best friends here, literally she’s like my sister, she’s

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Algerian, Algerian Canadian. I met her two years ago and I swear I can tell her

anything, she will never, ever judge. So that is what I love the most about my Canadian

friends, is that they never judge whatever I say. I love my Canadian friends.

To Student J, open, non-judgemental communication should be the norm in relationships. It is

the culture, never the people that Student J attributes this to. The use of ‘love’ in labelling her

feelings toward Canadian friends is never the norm in Saudi, where that labelling could have

been understood differently and placed in other contexts, as ‘love’ is rarely used vocabulary

there, especially from a female while expressing her feelings toward others. Judging, pre-

judging, and over-judging are all characteristics of the Saudi Arabian society, and truly, the

most hurt parties are women due to the constraints that Saudi culture has placed on them, as

expressed by female participants in this interview. For many Saudi women, KASP is the

answer to their many concerns, as they are able to experience relationships more freely in a

developed country, like Canada.

Breaking the norm, Student D also shared a memorable incident being KASP recipient,

Maybe the third memory was meeting my wife here. I arranged this event in the

university and a lot of students came. There were 50 participants. We went to this resort

and she was one of the participants. Yeah, she was a student at the same university I am

attending and so we tried to connect from there and we got married. And surprisingly,

she’s our neighbour back home, same block. It’s just 200 metres away from my home. I

would never have met her back home, the opportunity was here, and I just need to go

back to challenging the social norms and traditions. A lot of marriages back home are

fixed and so that was a big challenge for me just to convince my family that I have to

go to untraditional marriage. Because they are part of that society that I think is rigid,

so I think I was smart to let them go through it and gradually into the acceptance.

Challenging their comfort zones and trying to ‘live the change’ is something that KASP

recipients do experience. It is hard to say if those changes will be enjoyed and sustained once

back home or not, which I believe is worth researching in the future. On the positive and

optimistic side, participants witnessed that change in one of the most developed nations,

Canada, where change is part of the norm and allows the nation to grow and prosper.

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As revealed by the participants in regards to their transformation from just being Saudi

citizens towards a state of being much aware of the newer version of themselves as Saudi

global citizens, the process is part of the change the whole country is experiencing. One

nation is asking for that change, Saudi Arabia, and one is allowing that change, the Canadian

setting. Global citizenship is in the making, and Saudi Arabia can develop to have different

citizens with new worldviews who shall help in advancing the country forward.

Throughout the interviews regarding to the experiences the participants lived, there is a clear

message that personal transformations are taking place. According to the parameters of the

sample in this study, this is mostly true for females in their graduate studies, and in all the

sample majors. KASP sounds like an answer to what is missing for females in Saudi.

The way those females expressed themselves is indicative of a clear sign for change, and

marks the emergence of a newer version of those students. Whatever change the males might

encounter, it is never close to the depth of change the Saudi females enjoy and hope to

maintain. Still, males do have the power of dominating the culture in Saudi, and if change

were to happen to them and may be brought back home, it could be more accepted than if

females did the same.

In relation to the fields specialized in by the participants, participants who majored in

humanities discussed social change quite extensively. That supports the point this research

tries to make: that internationalization plays some sort of a role in opening up the studying-

abroad horizons. On the other side, majoring in science provided participants with a different

lens, as they focused on certain characteristics that KASP has offered to them while they have

been abroad, for example, gender equality and the way females should be treated: fairly and

naturally. The enjoyment is obvious in their reactions, and that is similar to the reaction of

those who majored in engineering, where most were males but still they noticed the

difference KASP presented to them. Business participants talked about societal features that

bring both men and women to equal treatment, citing a ‘healthy society’ frequently. The

Saudi’s conservative society, they think, needs such a program to force many sorts of

transformations.

In regards to the level of study, those pursuing their doctorate are concerned with what is

needed in Saudi Arabia and how KASP has given to answer those big, important questions.

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Those in their masters and undergraduate degrees are widely aware of the process they are

going through – the transformation – and how Saudi is to benefit the most from that. The

program, KASP, is the tool that helps frame that transformation. The one main difference is

that doctorate students’ sound more grounded in experience in regards to life and other

matters in Saudi Arabia. On the other side, masters and undergraduate have less experience,

where some have zero work-experience and life in Saudi Arabia was only for school not

more.

Summary

Among the many features of global citizens is the idea of embracing an effort to change one’s

surroundings in order to best support humanity. The recipients of the scholarship program

live many sorts of changes and, in some cases, are applying that change to their own sense of

identity. Crafting that into the Saudi sponsored citizens, as part of the research question of

this study, is taking place in the context Canada. The participants views’ in relation to the

Oxfam three elements (Knowledge and Understanding, Skills, and Values and Attitudes) are

obvious lead to say KASP is rising the bar for its recipients’ sense of diversity, respect, and

equality, which are all elements of the understanding of global citizenship this research

upholds. The practical aim of KASP – employment – is what someone might consider to be

‘the fruit’ of the whole experience. That will be the focus of interview analysis in the next

major section of the findings.

5.3. Section Two: Securing Employment Pathway – Introduction In this section, representative responses are presented regarding the employment component

of the interview process for this study. The 6 questions that comprise this section help us

understand how KASP recipients’ experiences might or might not lead the unemployment

rates in Saudi Arabia to shrink. Firstly, I will discuss the participants’ expectations and

knowledge about employment in Saudi Arabia as a topic of inquiry that emerged in this

analysis. In another topic of inquiry, I will illustrate and discuss the support participants

receive in regards to employment from KASP. The third discovery arose in response to this

focus of inquiry, include examining participants’ insights about KASP’s recently redefined

employment initiative, which is changing the face of KASP as a program. These components

are all linked and will be related to human capital theory (HCT) as the conceptual framework

of this research.

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5.3.1. Employment Hopes vs. Market Realties

When it comes to the world of jobs and employment, most of the participants reported that

they were aware of the situation in Saudi, even if they had lived a couple of years abroad.

Furthermore, a couple of the participants went through the process of applying for jobs and a

few were even working before accepting the scholarship, which makes their contribution

more reliable. Informally, I later learned that three out of the 16 participants made it safely

back to the Kingdom, and one was successful in securing a job already. In responding to

questions 8, 9, 10, 11, and 12, participants focused squarely on their experience as KASP

recipients in relation to the job market. I will begin with the terms waste and gap, as one of

the participants, Student M, in discussing the job market in Saudi Arabia expressed that,

From the beginning there was some gap between the requirements of the job market in

Saudi Arabia and the scholarship, and also there is another gap between the

requirements of universities in Canada and the requirement of the scholarship program.

For example, when they [KASP] accept people who have 2.75 GPA and the universities

here don’t accept GPA less than 3. This is a waste.

I witnessed such ‘waste’ here in Canada among many friends, whom all were approved to

take part of the scholarship but were far from the minimum admission requirements. This

‘waste’ was widely explained by some KASP recipients. For instance, Student I, in reasoning

his choice of study, stated that “the challenge we face here in Canada during the beginning of

the scholarship is to find acceptance because without it all of this is a waste. I chose it

because my friends told me it’s non-thesis and only courses. Easy man.” Admission is a

significant issue for students, as they are required to gain their own admission while studying

English within the first year of the scholarship in order to keep the scholarship. Student F,

when asked about his expectations, said, “students return back home because they don’t have

admission I mean acceptance and the reason is the requirements mismatch … Forget

employment, get me accepted first.” If the first step to get educated, admission, is an issue or

a concern to some participants, then the last step, supposedly employment, is far from being

achieved. What could be worse to the nation, the individuals, and the even host countries than

such a situation? It is difficult to imagine the amount of waste here. How could HCT be in

effect here – conceptually, education is to lead to a better life, but if access is a struggle for

the sponsored students, this reality is intangible for many.

It is not only a matter of acceptance alone, but also of matching the degree and credentials

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obtained with employment opportunities in Saudi Arabia – and this can vary not only by

degree, but also along gender lines. According to Student M, who frantically talked about her

expectations, she stated, “So, as a woman, for example, they [Saudi market] don’t really have

positions for my major, so it was kind of a waste or poor market analysis … and I started my

Ph.D. just because of that.” It sounds like a problematic issue on both ends: for the home

country for the scholarship program and for one of the host countries, too. It is time lost for

the home country, and the students, as well. Besides that, the effort that all parties put forth

becomes worthless. HCT, in principle, is more about finding the opportunities of educating

the people and then allowing that education to result in the development of conditions, which

suit the people, and their nation, as well. Education alone, without room for practice in terms

of jobs and conditions securing that job, is a significant waste and challenge for all and any

advancement plans.

To that market of Saudi, Student E said about her choice of study,

There is always this gap between jobs and education. We have jobs but not individuals

for them, and we have degrees and graduates but with no needed market … we have

majors at universities but no jobs for them. I want to help as possible.

That could be seen as a market concern or even a strategic planning issue. Also, this could

challenge the very principle of HCT, as investment in education grants better economical

conditions. However, Student K felt it is more a flaw in the KASP program, when discussing

his expectations by saying,“they [KASP] do not have a plan for me. That is why I told you I

don't feel accountable when you asked me that.” Now, this sounds more like sending the

approved individuals to face their destiny, while paying hundreds of thousands of dollars for

them and on their behalf to the institutions at host nations, along with many other expenses.

That plan is defined by Student N when chatting about going back to the Kingdom, stating

that “there is a gap in the program between sending the students and not making sure there is

a gap to be filled … [O]nce they are done and they’re back they’re doing nothing or at least

struggling. Jobless is the word.” Many levels are included in this struggle and that includes

the students themselves, as finding a job is mainly an individual effort. But still, in a

developing nation, one could expect more, as Student K ambitiously states about jobs in

Saudi: “I expect someone to welcome me as a graduate, maybe just through email, and give

me an option to go here or there or there after all the effort KASP is offering despite the

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many drawbacks.” As a program, KASP is already doing so much for its recipients, so by

expecting more, I wonder if that is appropriate and if it will effect change. Likewise, some

participants agree regarding the role KASP should be playing in regards to their trip back

home. From a HCT perspective, this could be seen as lending a hand providing investments

in educating individuals and fulfilling jobs, thus helping to advance developmental plans.

The Saudi job market, according to some KASP recipients, misses certain characteristics and

residing in Canada has revealed that gap for them. First of them all is ‘respect’, as Student F

desperately used the term 15 times in discussing the market in Saudi Arabia. Partially, he

says,

It is all about respect, we don't have it … There [in Saudi], sometimes they don’t

respect you at all, even when you apply … There is no respect there at all … The

application is in the Office of the Dean since five months or more, So I don’t know,

there’s no respect.

Here, the participant discusses his experience with one previous employer he contacted.

Experiencing certain situations for years in Canada has given the students some sense of what

things should look like in the market, and in life in general, from a developed state

perspective; at least, that is their perspective on the Canadian job market, where some KASP

recipients encountered the opposite of what the market at home has shown them. An example

about that kind of respect is what Student E went through when sharing her experience with

one employer:

Before I came to Canada I tried to work in one of the biggest companies in Saudi and

they never reply to me. After I came to Canada, they tried to contact me, but I said “no”

… Yeah, because actually I have been waiting for them for many months and they did

not reply and it’s kind of an unprofessional thing.

Saying ‘no’ is not coming from someone who does not want that certain job, but a response

from someone who knew the other side of the story, who knew about communication

manners and the professional courtesy to provide a response to applicants. The student was

feeling underestimated and not valued at all as a human. HCT assumes respect for the right

for education, and a healthier environment for it to prosper within.

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Student M went through the same ‘waiting with no reply’ concern and shared her expectation

by saying, “I’ve been applying [for jobs] for three years for all the universities and I have

heard from few of them and most of them didn’t even reply.” This is true even in Canada, to

a certain degree, as from my experience it happens here too and many among the participants

suffer from such incidents. One participant went further than just sharing her story with a

bank teller, talking on the phone while serving her by saying about the job market in Saudi,

“the working environment in Saudi is not healthy at all” (Student H). She also labelled some

of the corruption she witnessed at the university she was working at when sharing a story

about her previous employer, stating, “connections, it’s all about connections there. They

fired my colleague just to hire some relative to someone there.” The contradiction between a

system that is set up on the assumption of a rational job market and matching credentials to

that job market is peculiar, especially when having such a program as KASP in place. Further

to that, the real job market in Saudi Arabia that often operates on the basis of personal

connections and even prejudice is hard to change, yet it is not impossible. Change always

requires time and effort. HCT advocates conceptually for changing the conditions of

individuals through education, and it will not occur without creating the surroundings that

make sure those invested can help promote that change.

Life within the market in Saudi Arabia is something all the participants experienced either as

consumers or just citizens of that nation. According to Student D, the job market in Saudi

needs lots of adjustments and gave an example by saying,

Everything has to be updated as this generation who has been developed. So we have

been sent to develop, but the society is still remaining unchanged for the last ten years

in terms of the labour market. So we went outside, we developed ourselves, we went

back and things haven’t changed.

The very purpose of KASP is taking place; that is, to expose the youth of Saudi Arabia to the

world, the developed side of it, so they can understand certain elements of global citizenship

and secure employment that potentially contributes to Saudi economic development.

Examples were given in regards to what might be needed in the Saudi market and according

to Student O, he says, “take[ing] into consideration the experience the students got, not only

focus on university ranking or GPA. Some places do understand this matter, others

unfortunately are stuck on the illusion of ranking.” The market belongs to Saudi Arabia, and

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with the monarchy, there is room for controlling the market and guiding it toward the best

outcomes of the people. Such guidance could be in the form of regulations and

accommodations to KASP graduates. The same issue arose for Student D, as he said,

Why I would be measured by just my GPA, I think it’s biased and unfair. There are a

lot of ingredients or other elements that goes along with my education. The experience

that I have here, the diversity I went through, the level of difficulty that is not even in

the same level back home.

That is part of the reality of the market in Saudi, and the participants’ expectations and lived

experiences assured that through, for example, what Student M hoped to get in the Saudi

market: “At work, it’s kind here [Canada] you feel that you did a really good job, you are

appreciated, but when you go back [to Saudi] you feel that your degree is not really

appreciated. Nor anything that comes with it.” Those experiences with the Saudi job market

are not imaginary, but based on real incidents experienced by these KASP recipients, even

though some may have not yet completed their degree. HCT is one theory that underlies

KASP, promoting educated individuals to receive the tools they need to discover the world

around them. The theory, however, does not appear to coincide with the employment picture

and process as reported by many of the participants in this study.

A few participants shared their recommendations for implementations that could help rectify

the situation. Student G sadly shared with me her luck in the market by saying, “I expected

all doors to be open and honestly I got exhausted and decided to accept this new scholarship

again. I was shocked with the market, it is really poor in terms of jobs. They hired 11 of my

friends with their undergrad degrees and ignored their Masters.” The very same response was

provided from Student D, saying about the market in KASP’s home, “I was expecting a better

reception from the labour market, but all I got was disappointment.” He continued with an

example from his experience about the market:

I remember I applied for certain jobs and the other candidates who were fighting for the

position with me, they were not qualified or have the minimum qualification, still they

are being interviewed and some of them got the job. I was building a perception that

back home is evolving professionally or in the work force, at least in the multinational

corporation sector, but the sad reality is it’s just rigid, it’s not moving, it’s the same

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thing and I don’t want to say our international degree is pointless, but somehow it’s not

the main element that lets you get employed back home. It’s all about connections

regardless of your university ranking, your education. They don’t care. It’s all about

your GPA, your connection and that’s it. When you go back home you are not putting

in practice any of education nor your experiences, plus when you get interviewed by

people using manuals, they are not paying attention to your individual differences.

You’re coming from Canada, you’re coming from the U.S., you’re coming from

Australia, they don’t care.

None of these experiences would feel different or frustrating if the participants hadn’t lived

within a system that showed them more positive opportunities. Still, there is hope that these

exact participants and many others can go back home and push for change in the market and

elsewhere.

Some participants did express a more positive perspective on future employment. They felt

that KASP has provided them with pieces that might ease their return to the market. Student

O, for instance, shared the following when discussing his view of the Saudi market:

There is a very important value students have learned while they are part of the KASP

that is “flexibility”. As students we are flexible, we are ok with moving to whatever city

in Canada or the US depending where we will find our final acceptance. This move for

sure will bring challenges with it. Moving back to Saudi, as well will be challenging but

with the qualities and values I gained from being abroad things will be easier. (Student

O)

Other pieces KASP recipients are gaining throughout KASP could be similar to what Student

E advised in regards to her views of KASP graduates and the market in Saudi, stating that

“they have now being more open-minded than older generations. So they can communicate,

know how to deal with problems, even though they don’t have jobs still, but they know how

to play a key role in improving the situation.” The market everywhere, not only in Saudi

Arabia, requires such an attitude from all citizens and, most importantly, from those invested

in their education.

It seemed acceptable to Student A, in detailing his plans after graduation, “to wait on average

six months to get employed. I can start with any average salary and prove myself and move

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on to another job or earn higher salary.” Additionally, he shared that many of his friends have

waited more than that and ended up securing good jobs. According to Student J,

Jobs depend on you personally and not your education, not the education you came

with nor the market. I personally did not have hard time finding a job, because I wanted

a job, and because my CV was really proper, looked very proper, and I got the job right

away.

From another perspective, some participants felt responsible when talking about the market

and their role in the future of Saudi by saying, “if you have a purpose, it won’t matter where

you move in this world you will find a way to adapt” (Student O). That was one participant,

just one, placing the onus on the KASP recipients to make it back to Saudi and begin working

on whatever concerns they might have. KASP and all its recipients, according to Student L

when discussing the employment matter, are what would enrich the Saudi Arabian workforce

by, “opening new experiences to the Saudi youth to be more exposed to more diverse

academic/professional backgrounds from all over the world in different sectors and fields.”

The change is happening and KASP is responsible for some of that.

Throughout the interviews, and specifically discussing employment, the sample was rather

comprehensive, excluding those participants from the humanities. The data comes in three

forms: market knowledge, market experience, and market hopes. In regards to market

knowledge, females and males in all their fields and degrees believe that they are aware of

the market, and expressed knowledge about the market grounded in both past experiences in

Saudi Arabia and in current efforts to explore that market. When it comes to the market

experience, the experience both genders have gained within the Saudi Arabian market has

shaped most of their answers and worked as their basis in this matter. Still, engineering

graduates in both degrees, masters and doctorate, practically compared and related their

previous experiences to their present and future market. Those doing their undergrad have a

valuable, yet different, perspective here, as they have never worked, but they have lived in

the market and are witnessing the reality from afar. To the hopes of the market, based on the

knowledge the males have about the market, they could easily relate their hopes and

recommendations to KASP and the market. Females also have their way of addressing the

hopes, but from a more theoretical than practical stance, when things are changing to a better

state now because of many factors like the government’s will in addressing the matter,

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females’ current involvement in the market, and so on. Across all the fields presented here,

life abroad has not completely separated participants from Saudi and what is happening in its

employment market.

When discussing the market, it is important to note females responses due to the women

coming out of their forced-to-live-at zone. The pride in all female participants’ eyes while

talking about the market was evident in their responses.. Women are new to the market,

where in the Islamic history, the prophet was married to a famous business woman whom is

known in Islamic literature as ‘Khadeja bint Khowiled.’ Rajkhan (2014) shares the

Kingdom’s belief of educating women as I quote, “The Kingdom’s policy on education

stresses that a girl’s educations target to give her the appropriate Islamic education that will

equip her with the necessary set of skills to become a good wife and an excellent mother” (p.

3). Based on that, female KASP participants appreciate the experience in a different way than

their male counterparts. The Kingdom is coming from such beliefs and there is progress

happening still to fight what is inherited in the minds of the people, where the blame,

according to the participants, is on the government. Cultural changes require a program like

KASP, but also necessitate in-state support and guidance. The graduates, upon return, cannot

create and maintain change on their own. That is why females earning knowledge and

passing it forward by engaging positively in conversations about their future is what makes

KASP an unprecedented opportunity. I will close with this quote, which helps one imagine

the impact KASP has on female participants: “The only instruction [in higher education

institutions] received by women is through close circuit television” (Saleh, 1986, p. 22), and

that is still the case today in many institutions.

Summary

Employment is the second focus of the research question of this study, and the participants

have strong feelings about this and believe they are well-informed, based largely on prior

experiences, since only a few of them are actively and fully in the market for jobs back home

at the time they were interviewed. Their interview comments in regards to employment

demonstrate it is a concern they had before, and that it is still an issue for them still. None

expressed security in regards to future employment upon graduation. Some feel the

responsibility is mutual between the students themselves and the market, but in general, there

is an urge within participants to figure out this employment puzzle. Some think the

responsibility for matching them to jobs upon graduation lies with KASP, and this must be

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included with the scholarship package the participants receive. Few still believe it is a matter

of individuals’ efforts and going about employment is their own responsibility, though KASP

has done a large part of the work by providing them with the credentials. This relates to HCT

in terms of investing in educating individuals. In theory, HCT has nothing to do with jobs,

rather it supports the idea of having an educated population that might take the economy of

that population to a better state. Still, however, HCT underlies the idea that KASP should

take responsibility for implementing the basis of the whole scholarship program: the market.

Researching the market and having knowledge of existing and future needs is a must to

consider, and one cannot imagine putting KASP in practice and sponsoring students without a

full understanding of the market in Saudi Arabia. KASP, according to the participants, sounds

like an individual preparation the Ministry of Education offers to the Saudi youth to close the

gap of not having enough capacity in the Saudi Arabian higher education system. To relate

this employment debate to the other element of the research question, the development of

comprehending global citizenship, its seen among the participants that employment is only

one little part in the global citizenry puzzle. For instance, the more one is connected to the

world, the more chances might come their way in relation to securing jobs. Being globally

aware is one important feature that adds to the participants in knowing the market for

themselves and their degrees.

5.3.2. Support vs. Lack of Support from KASP

In discussing the support that participants received from the KASP program for employment,

participants primarily discussed the job fairs hosted by KASP authorities in Canada, namely

the Saudi Cultural Bureau (SCB) in Ottawa. In this section, participants’ answers to questions

8, 9, 10, 11, and 12, reveal their opinions regarding the job market. Specifically regarding the

job fairs, they aim to provide participants with a glimpse into the Saudi Arabian job market,

both public and private. Though recruitment is not the primary goal for the SCB, it is still

paramount to the students at KASP based on their responses.

According to Student L, Job fairs in Canada are “something to appreciate. Whether that was

helpful or not, it was only public relations matter.” The participant is praising and criticizing

the events at the same time. Sometimes, appreciation could take the form of suggestions,

complaints, recommendations, etc. Student O also felt that, “it was fair, could be better.” This

kind of support, to Student B, is needed, as he says, “I assume it is a good plan to reach

students or graduates, but it is not optimized.” A couple of participants shared their opinion

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about this event by saying the following: “it’s not really effective. I don’t think it is effective

at all” (Student M), “it was just a show. I think it wasn’t anything beyond that. It was to show

us “we did this,” but I don’t think it was very practical” (Student K), and “mostly not really

effective” (Student B). If this annual event, the one and only one hosted by the bureau which

brings together both KASP officials and recipients for the sake of monitoring the program’s

effectiveness, is seen to be a waste of time, money, and effort, then what message does that

communicates to the KASP community and about Saudi Arabia at large? Student D, in

detailing his reaction about the job fair in Ottawa, explained that,

I would rather go to the U.S. and attend a Job Fair [held by Saudi Cultural Mission

there] that has 100 plus participants rather than attending a Job Fair here [in Canada]

that have 20 participants and most of them are universities … I’d say it’s a good move,

it’s standard really, but sadly it’s not consistent over all the countries. So when you go

to the U.S. you have better Job Fairs, better quality and quantity.

Student F raised similar sentiments about the job fair in America: “in Washington D.C.

Everyone who went there were happy, because it’s a big event in terms of number of

companies.” The number of KASP students and other Saudi students in the United States of

America is at least five times greater than in Canada, and also, the Saudi/American

relationship and economic ties differ drastically from the Canadian one. This should be noted

as a stark difference between the SCB in Ottawa and that in Washington. Unfortunately,

KASP trying to connect its recipients to the Saudi job market fails, in this case, quite

miserably. Providing KASP recipients with opportunities to get academic jobs at educational

institutions like universities and colleges raises questions about how these recipients could

contribute to the economic development of Saudi Arabia. It is true that such educational

institutions are one layer of the economy, but that is merely one door that is opened for the

KASP community, as not all participants are interested in a career in academia.

Examples of similar concerns were voiced by Student B shared, who visited a job fair in

Ottawa. Student B explained,

I was there when a guy, a representative from a well-known university was there, I

think he was the VP and he was by himself with a couple of guys from his office doing

paper work, and I was interested there. So he judged people by how they look, period.

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One guy asked if they have openings in this field and he told him “no, we don’t have.”

And there is this other guy, he took his file with the same question! So that was the

fastest interview I have ever seen. He didn’t ask anything. He just looked at him and

told him “no, we don’t have.” And took the other’s file. And those guys are friends,

they share information [laughs]. It’s just not fair. It is not being fair enough for

everybody.

Some could relate this employer’s behaviour to the nature of the market in Saudi Arabia. Of

course, it is not fair to generalize from this incident, but it is fair to say this is not an isolated

incident. For instance, in commenting on the job fair, Student N described that,

Ya, the Job Fair in Ottawa. Okay, it’s good, as long as there is no discrimination to

what’s your last name, what’s your religion, Sunni, Shiite, if there is no discrimination

between women, men, okay, that’s amazing. That’s a big improvement for the country.

That’s what we need back home, but if we are doing the same thing that we’ve been

doing for the past 50 years, discriminating to your colour, last name, religion, whatever,

then we are doing nothing. What’s the point? Why are we doing even the Job Fairs,

because it’s just a show?

These last two quotes are troubling, as it problematizes the worth of trying to provide KASP

recipients with any support for employment, at least through the mechanism of job fairs. The

aim of such events is not even close to what these two participants shared as happening in

reality. Student F, for instance, recalled his visit to the job fair by saying, “we just need

graduates. That is what everyone said to me there.” Furthermore, Student G literally was told,

“only graduates please’” as I was about to graduate, like two months and rejected even to talk

me.” This is by far not the purpose of any kind of job fair.

In terms of the question what recommendations would you like to share with KASP

authorities in regards to jobs securing? Three participants agreed on the idea of ‘career

centers’ as an alternative to the current practice of job fairs. Student F thought it is as “simple

as these Career Centers here in Canada, at my school we have a Career Centre that gives a

workshop about how you apply for a job in Canada and where to apply, and this kind of stuff.

Really helpful.” Also, Student A felt the same: “there is something called the Career Centre,

its more important than these Job events by the Bureau. They teach students how to write

their CV, how to perform in interviews, basically, how to get employed and I feel it’s a great

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thing to have and it has given me a good picture about how to apply.” Student K could not

agree more on the call for Career Centers in chatting about the support the SCB provides in

relation to jobs, saying, “They [KASP authorities] invest so much money, why not Career

Centers too. Career centres everywhere here [in Canada]. Everywhere and much effective.”

According to the participants, the major difference between job fairs and career centers is that

the latter prepares you for the market and the former aims to provide a glimpse of the real

market out there – but in their experience, participants are only being provided a glimpse of a

partial or incomplete market. The suggestions about the possibility of establishing KASP

career centers seems worthy of consideration by KASP, considering that this

recommendation comes from the voices of those on the front line: the students.

Throughout the interviews, the males have much more to say about the presence, absence and

quality of KASP job support. This could happen because of travelling concerns for the

females, as the SCB in Ottawa would require their male companion to accompany them

everywhere they go, as the female participants reported. Also, the number of males in the

program is triple the females. Still, the females attended and their insight could provide

insight into the practicality of the job fairs. What the males share might relate to their ability

to network with ease in such large events and regarding their knowledge about the market.

Males in Saudi dominate everything. The existing job support strategies of KASP are not

equitably accessible to both male and female participants because of cultural norms and how

the market responds to these norms, as explained by participants.

In relation to the fields the participants represent, those in business majors split between

appreciating the job fair’s purpose and criticizing those fairs with examples of their failures.

Engineering majors felt the need to recommend what KASP should be doing instead. Those

in humanities and science majors, of whom are all females, feel more negative than others in

relation to support from KASP. Job support matters to all the fields represented in this study.

Regarding the degrees obtained by students and how this parameter impacts their responses,

postgraduates are less concerned about the support they receive, as they believe they are able

to understand the market and while they would appreciate support, they feel it is navigable

terrain for themselves. Those in their undergraduate degree are furious about the perceived

inadequacies of support received from KASP, as they believe it could open doors for them

and help them understand the market if the existing mechanisms of job fairs were changed

and if complementary job support strategies, such as career services centers, were created.

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The difference here relates to participants’ experience with the market and their knowledge

regarding job search strategies.

Summary

As the future of every individual is at paramount, KASP recipients care about the

development of their futures. An event like a job fair would sound to some like a worthwhile

event that supports new graduates. Still, the participants’ experiences have shown that those

events held by the SCB in Ottawa are far from effective, especially when compared with

other job fairs held across the globe by other cultural bureaus. Regarding participants’

responses, they seem to be showing the development of global citizenry by being able to

understand what is missing from these events, rather than merely identifying the negative and

lacking areas. For instance, participants would bring forward suggestions – like career centres

– for KASP to implement. That is a skill by itself as most people of Saudi Arabia, according

to the participants, enjoy complaining and KASP has taught these participants how to be

positive in communicating with others. In Canada, the participants witnessed many other

options that have given them a deep glimpse of what is available for them other that what

Saudi Arabia has offered. As global citizens are in the making through KASP, and because of

KASP, things are moving in the right direction for both Saudi Arabia and its people, as the

participants reported.

Regarding the other main part of the study, the employment concern, the participants are

quite concerned about the support they get from KASP or elsewhere. They need guidance and

help as the market changes, and participants expressed the feeling that KASP could and

should support them more fully in this aspect. Employment is vital to participants – if not, the

ultimate goal for some after KASP – but still, the majority of participants undervalued

KASP’s efforts in this regard. That, of course, is related to participants’ belief in the

importance of being connected to the market.

5.3.3. Your Scholarship vs. Your Career

In addressing the jobs concern, the latest effort by the Ministry of Education in Saudi Arabia

and KASP authorities is the newly adapted initiative ‘Your Scholarship is Your Career.’ The

initiative is to link existing market needs to the scholarship program, and to sponsor students

with a guaranteed job at the end of their KASP journey. This is consistent with HCT, as it

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works on the basis of the investment of sponsored students’ present and future. When

discussing question 13 in the interview process, participants were quite vocal. Their opinions

reflect two different perspectives: those in favor and those against this shift in direction in

KASP. This section considers those alternative overall views and variations within each

perspective.

I begin with a review of what the participants who are adamantly in support of the initiative

had to say. Six of the participants characterized this new initiative immediately with the same

phrase: “guaranteed job” (Student I, Student A, Student P, Student H, Student F, and Student

C). In theory, that is correct, but when it comes to practice, things may differ. Consistent with

that opinion, Student P felt like, “I love it, like it a lot, really support it. You don't need to

worry about jobs anymore.” The same feeling was shared from Student H saying, “now you

focus on your school, be more productive. I call a success. It's a piece of mind, Rami.”

Student H kept telling me about how much time job-hunting consumes by saying, “nothing

secured in life, but this is good planning and students will be like concern-less about future.

Even though I am not part of this, I feel great for others.” The newly adapted initiative is in

favor for forthcoming KASP recipients starting in 2016, which is a concern for so many of

those sponsored before that time, including the researcher of this study. Based on participant

feedback and the researcher’s own ideas, these previous graduates would feel grateful for the

KASP recipients who now have a ‘guaranteed job’ at the end of their scholarship – but it begs

the question, why did the KASP authorities not think of this sooner? All KASP recipient and

the youth of Saudi Arabia at large are both the present and the future of Saudi – and while the

development of the country by be successfully moving forward, it would develop much

quicker if more support was provided to more individuals.

Thinking about the future of Saudi Arabia and newly accepted KASP students, Student A

commented on the initiative with a smile:

It’s better for the program because I saw a lot of people who would come to Canada

studying English and for admission reasons they choose the easiest program or they

choose to continue with any admission they got, and so when they send people to study,

they tell them what to study exactly, it’s better for Saudi Arabia. Let’s say, chemical

engineering, but I don’t know if they need chemical engineering in Saudi Arabia or not.

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So when they link the market to the Ministry of Education they know what they need.

So they send you to study abroad for a specific thing. Really a good step.

It is planning for the country and its people and, for some people, this sounds promising. The

relief was also seen in Student C’s eyes as he said,

It is great for everybody “Just get degree, come back, you have job.” It’s a great thing

they have done, to be honest, go outside, get this degree, come back, you have a job. So

no pressure okay, “I’ll get back to Saudi, what job will I get, whatever, blah, blah, blah.”

No, they have their job.

Such responses give hope and make others believe in being optimistic – thus having HCT in

effect. Other participants expressed partial agreement with the initiative, which is described

below.

Student K responded to the initiative question by saying, “from a conceptual perspective it’s

good. It seems like if they really are doing what they say in terms of planning, in terms

everyone’s careers and degrees, it is good, I think, from a conceptual perspective.” The same

response was provided by Student L, who tried to link his answer in relation to the newly

adopted initiative by saying, “in regards to the economics of Saudi, it is the best side of the

story. Sending exactly what the job market needs is good. Like controlling the outcomes of

KASP.” That was consistent with what Student M felt about the entire KASP program and

the initiative. For instance, Student M continued repeating, “there is always this gap, always

since the beginning of the program, and finally they found a way to really be specific to what

the market needs. This is better than before.” Still, all three participants had their own way to

criticize the initiative by saying, “still needs some adjustments like more majors, more places

to work for. Still, there is a gap I believe” (Student M), “why to stick them in one field so that

they be stuck for the rest of their lives” (Student L), and “not feasible, really not very feasible.

It’s not feasible in expecting and planning this so called forecasting. In a small scale maybe,

it worked with other companies, but not such a program” (Student K). These participants see

both sides – the positive and negative of this new KASP initiative – from their own

perspective and experience. This provides hope in advancing the individuals themselves and,

of course, the country as whole. To be able to see hope and still criticize professionally is

what Saudi Arabia needs the most. Lastly, Student I says about the new changes to KASP, “I

can’t say if it’s a good way or a bad way. It is unclear actually.” Where Student J says, “again

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one more thing that we don't really know a lot about. Well it is Saudi.” The skepticism

appears to come from their prior experiences with KASP and Saudi culture in general. A few

participants rejected the whole initiative, perspectives which are reviewed below.

Some of these participants immediately answered the same question, what do you think about

‘Your Scholarship is Your Career?’ by saying the same phrase, “a way to close it down”

(Student O, Student D, Student J, Student K). This belief stems from the decreasing numbers

of students being accepted in the program. Also, the change in KASP regulations is another

sign for such an understanding. Student O commented on the newly adapted initiative by

stating, “It is nothing, I disagree with the program … I believe in creativity and in giving

people the choice of choosing their path … No, it’s not helping the grads.” The concern of

having limited choices of majors seemed wrong to Student L, as he said, “people should have

slightly more freedom, especially the young ones.” Linking KASP to the market needs

sounds promising (Student I, Student A, Student M, Student C), but for some it is

“propaganda I do not buy, man it is too good to be true. This is what we call a false hope”

(Student D). Stated off record and documented here with his approval, Student D recalls the

many times KASP authorities announce something new, but it never results in more students

participating. It is always to “cut down numbers.” Student J characterized it as “fuss-less way

of closing it down, it is not successful at all.” As the public is getting more involved in the

media, especially social media like Twitter, the government and namely the Ministers are

more cautious, as public outrage is not desired in Saudi Arabia. Additionally, Student N,

remarks, “Listen, it's a professional way of calming people down, they are only coming up

with these programs just to calm people down after pressure about the unemployment rates

gone higher and higher.” Finally, according to Student B, “it is not optimized, it cuts a lot, so

it limits the opportunities. They envision the future of jobs, they hire people and send them.

But that’s not all. There are many other opportunities that will come, they don’t see it.”

Similar to that rejection, Student G responded to the ‘Your Scholarship is Your Career’

question – how do you see that helping in the jobs process for graduates? – by telling me in a

very questioning tone, “The male-only jobs? The out of reach locations? The academic-less

openings? The one flying unemployment rates higher? No, it is not helping, not us, not future

recipients.” Student G, a female, was crying and needing to be calmed down during this part

of the interview, as she reflecting on her future looking for jobs. Also, Student E says, “I

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don’t think it works for all the majors. Students are shocked actually.” There was a sort of an

agreement to what Student D has to say to summarize his response to the initiative:

Let me say it from an economical perspective. So let’s say I guarantee those people at

the end of for instance five years. In those five years, you don’t know what is going to

happen in the economy. Oil prices going down, the currency value might get affected.

The same company that offered me a job in five years might lay off their employee,

which started to happen. They don’t have time to increase the fat. They try trimming

their employee. On top of that, you are now getting to a recession. To bounce back or to

go the regression part, you need at least three, four years and in those three, four years,

those companies would go to the people they laid off, because they have experience.

Why would I go for you, you just fresh start, they never interview you! So they try to

retrain that laid off employee in the next one to two years and while you are studying,

they will actually hire a new employee they are not committed to through that program,

an outsider or an external employee. So when you go back home, they will feel the

pressure to hire you, so I think either you’ve going to wait as usual for five or six

months even more and its going to be frustrating for you as a candidate. Second, you

will be placed in a position that you can’t leverage what you learned. And I think that’s

what’s going to happen to the majority. “We gave the Ministry a promise. We have to

stick to it, but listen hey, we’re not going to put you in a good position, we’re going to

put you in a position that we are forced to do. This is not the best for KASP, will not fit

with the future, nor me. I can get these opening without KASP, this is taking me

backward man.

That very quote has sentiments that resonated with other students: Student A, Student B,

Student O, Student F, Student G, Student I, Student E). This is the perceived future of KASP

recipients, and their insights and thoughts about how the new initiative might actually play

out in terms of employment for future graduates seems relevant to consider, despite the fact

the participants in this study entered the program under different conditions.

Throughout the interviews, the entire sample has been represented in this particular section. .

Their disagreement is another bright sign for their involvement into the journey they are

taking, each from their own point of view. Those differences are valuable and so vital to the

growth of individuals and, generally, nations too. In this part, the participants divided

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between being in favour of the initiative or totally against it. Everyone provided reasons for

their opinions. A lot can be learned about the initiative in the near future as at this point in

time, no one has officially joined the new cohort of KASP. As hiring processes get

complicated day after day in Saudi due to the recession the world is going through and the

conservative nature of women’s treatment, the female participants sound hopeless about this

new initiative. Males’ take on the new program design is less intense and negative, but still,

there is little hope for the program to help them, as they see it. The most affected participants

are the females. In comparative terms, the new direction KASP is taking is male-focused.

Females lag behind with the new track the Ministry of Education in Saudi Arabia is putting

KASP toward, which resembles a step backward for females in Saudi Arabia. The

involvement of females in KASP in considered one of the vastest wins for women in Saudi

Arabia, and still there is backlash up until this moment on Twitter and other social platforms

after 10 years of launching the program. Comparatively, males’ experiences with the market

and the females’ reactions both tell how far KASP is from the students’ ambitions and reality

in their views.

Regarding their field of study, students in humanities, engineering, science, or business have

the similar insights about the new initiative. All participants, regardless of their field, are

worried if this new initiative would fix the situation and help boost the economy. Those in

their postgraduates are more aware of the job market, as some of them had experience there

and could relate much deeper. Even amongst the undergrads, one can sense the fear and

anxiety in their voices due to their surroundings and knowledge about Saudi. Their

experience is less connected to the real world, but it still adds value from their own views. To

compare, master students are much more positive of the nature of the newly adapted KASP

strategy than doctorate students. They represent a more hopeful side among the participants.

Doctorate individuals’ negativity is based on their experience with the program as they spend

at least 2 times, if not more, than what masters’ students do. That by itself lends greater

validity to their responses, as they have been in contact and communication with KASP

officials and that bears a lot of weight among the participants. Undergrads are a lot similar in

that scope, as contact over many years with KASP has shaped the perspectives they shared in

the study.

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Summary

Saudi Arabia and the people of Saudi Arabia are going through what some have called a

‘golden age’ of change and development. Who would imagine sponsored students from a

country that is listed among the least in caring for human rights are developing such

consciousness? It is difficult to identify if this is acquired throughout the KASP journey or if

it is something the participants owned from before. Nonetheless, KASP has a role in this

process and Canada also plays a critical function, too. The investment in education sounds

positive for Saudi Arabia. To protect that investment and maintain its results, Saudi Arabia is

required to do more, a lot more, according to the participants.

Culturally, as one main focus in the study, the participants are grounding their responses to

the society they all belong to, Saudi Arabia. None felt disconnected whatsoever to Saudi

Arabia or its people, as they have a great sense of belonging to their homeland. Their

criticism comes in the format of suggestions based on the reality they are living and hoping to

live. Developmentally, as the other emphasis in the study, the participants’ awareness of the

making of their future in relation to the market in Saudi Arabia is what should develop the

country. That could relate to occupying jobs as KASP aims or, as the participants reported, to

be able to analyze the market for the best possible fit. Securing jobs is not the dream for

KASP graduates; rather, it is one possibility they believe KASP can help play a much more

serious role in. Others consider KASP as passing them with the right tools to discover the job

market. All participants are in favour of moving the Kingdom’s employment concern to a

better state to help it compete in this fast growing world.

5.3.4. Responsibility and Choices of the Future

The path for change requires hard work and prerequisites time, too. KASP is one effort to

help in advancing the whole nation of Saudi Arabia – and all that surrounds it due to its role

in the region. Into the making of the developed Saudi Arabia, KASP recipients have a say in

that process. Two questions, the responsibility/accountability and interest of field choice

questions, shine through the participants’ answers in learning about Saudi and advancement

taking place there. The conversation comes in a way that mixes the responses from the two

questions. If the investment in the education of the Saudi citizens on one side does not meet

arrangements within the country on the other side, then human capital theory is a faulty or, at

least, an incomplete approach to development. It is not a matter of educational investments

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alone, but requires some higher and deeper levels of maintaining and supporting that

investment to provide positive outcomes for the Kingdom.

Saudi Arabia is home to KASP participants and always will be. This sentiment was brought

forth in discussing the accountability question: what responsibility do you feel you have

towards the country and its people? What effect, if any, has participation in the KASP

experience had on your sense of accountability towards Saudi? A few of the interview

participants had a distinctive way to respond to this question. Student N shared his thoughts

by saying,

Have they given me a chance to change, I would go back. If after 5 years or 6 years of

me going out and learning and studying and raising my family and now they want me

to go back to a country that have been going back, not improving, not moving forward,

of course not. I’m not going to go back and they are not giving me a chance to work

and make a change. Why would I go back to a place that I left better than I am going

back to? It’s getting worse. Why would I do this if they are not giving me a chance? So,

why would I go back and invest my money in a country where I don’t have right?

Anybody with money, or with power or with the government can come and step over

my toe any time of the day, any hour. Why? Why would I do this? At least give me my

right. If you give me my right, I would go back and start my own business and help the

economy, but give me my right.

It is worth mentioning that Student N’s interest in studying business comes from his family

and their involvement in the Saudi market. So, he is getting what he said from some

experience within the country and also from abroad after living the KASP experience. This

participant has already decided to stay in Canada, and he worries a lot about the future of

Saudi Arabia, but according to him, “I need time as also Saudi needs time to be able to

accommodate us.” Some could see this as a loss, while others might think toward the

individuals’ sake alone. HCT could work backward if such a case is to happen, as any

investment in a developing nation would require those invested to pay it back according to

the country’s means, not according to the individuals’ choice.

To that same tone, Student D politely explained,

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I think I have been invested in and I have to repay the country, but in a time manner

that I have to set, not someone else. If I have to graduate and go back home to all this

repaying, that would be slavery. So, I don’t have that obligation. I have the right and

the freedom to repay whenever I want and so I have set a plan myself to advance

academically and professionally and I think by that time I will be more equipped to

help my country rather than going back home now and melting with the society.

Some could read this quote as a sign of selfishness considering how much the program has

helped the student. Still, others might think of the willingness presented in such a voice that

should advance the country rather than “melting with the society.” Student D’s interest to

study in the business field related to the following: “I was looking for something that I can

understand the society from a social and industrial side, then apply my technological skill to

change what I can change and fix what I can fix.” It is true that the participant described his

vision to go back to the country as ‘slavery’, but afterwards, his interest and passion to have a

real effect in the market might balance that vocabulary use. Such a voice is really considered

a key success tool to HCT in Saudi Arabia. Education pays off once change happens at any

level, starting from the individuals themselves and then reaching to the nation as whole.

None of the 16 interviewees rejected the scholarship when it was offered to them and they

differ in responding to my question about the responsibility they feel toward the Kingdom. In

response to this question, many of the participants revisited the education experience in Saudi

and the market for their studies. One KASP recipient exploded and turned the question

around by saying that rather than her being accountable to the Saudi government for

providing her the KASP, the government should be accountable for her for not creating a

quality education system at home:

If they had proper education for us in Saudi Arabia, none of us would have left their

countries for 5, 10 years and came here for this education. So no, you’re not

accountable, no. You’re accountable for not offering me the same level of education

that everybody else has in the developed world in my own country. Are you actually

accountable for me not being next to my parents for all these years? You, actually, are

accountable, not me, for providing me the same level of education that everybody else

has outside. As a country, we have more money than anybody else and can actually

afford to have universities there at this level [referring to Canada] and better, plus it’s

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not my issue. It’s your issue. You did this for me because you had to, because you

didn’t have any other choice. So no, I’m not accountable, no, I’m not. (Student J)

The participant here touched on many areas that felt uncomfortable for her, including the

quality of life she is hoping Saudi Arabia can have in place, including a high standard

education system that serves a wider audience. All of these goals might fall under the intent

of KASP, and hopefully, there is at least a little that has been accomplished through the

KASP community. This participant specializes in humanities, which is not offered in Saudi

Arabia, even that there is a market for her field in the area. The participant’s responses can be

interpreted as saying that education never meets the market nor the abilities of the country.

Aggressively, and after a long pause, Student J continued by saying, “They gave me the

money. It’s okay. Thank you for giving me the scholarship. If you had the opportunity for me

to get the same kind of education in Saudi Arabia, I wouldn’t have needed this money.” To

her, it is not only a matter of spending money alone, but it is deeper than that. It is more about

creating the opportunities where there is capacity. Discussing responsibility toward the

Kingdom, Student M felt sad, yet responsible:

When I started my engineering master’s degree, I first applied for course based because

I was afraid of doing research, because you know that in our country we did not do any

research. We don’t have any background about research. And then, for some reasons, I

switched to thesis, and I really struggled and so some Ph.D. students. We don’t know

anything about research, never learned it at school nor in university. So one of the

things I feel responsible about is to change the research skills, thinking about research

in Saudi universities and schools too. Research in Saudi Arabia should be priority.

This response is reflective of a positive accomplishment from an HCT perspective. Investing

in someone’s education would lead them to change the surroundings of those who are

invested in them; this is paramount for developing nations. HCT is in effect in this exact

quote. Student M’s interest in engineering arises from her passion in the technological era

and the effects that can have in the world. Research shortcomings in Saudi made KASP

sound like the answer for many students, as Student A assured me while chatting about

KASP: “I felt like they [Saudi Arabia] need everything, every major, as we lack it all.” Both,

Student M and Student A major in engineering and, not surprisingly, engineering is not

offered for females in Saudi Arabia – not in schools nor in the market. A transformation is

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happening, and as reflected in these interview comments, KASP might be contributing to that

transformation. The national policy of KASP based on HCT is, according to some

participants, changing the nature in Saudi Arabia – and that change is needed at so many

levels in the country.

As exemplified in the previous section, some participants shift most, if not all, of the

responsibility from the students themselves toward the Kingdom and the system there. In the

other direction, some KASP recipients assured me that paying back is the least they might

offer to Saudi Arabia, by saying, “I will work for my country for the rest of my life, give

them back what I got” (Student A), “even if you improve 0.001% in a company or in any

working environment that you work in. So I think you have to pay back” (Student I), “I

would pay it back till I die, forever. I feel this heavy load on my shoulders. I want to pay it

back” (Student B), and “I got the chance to study for free, got a salary, free education, free

everything. So when I go there, I have to give it back by working hard, by creating a lot of

stuff, making a difference” (Student C). This is promising, as it sounds as though participants

will pay forward their success to their home country at any cost. Those feelings did not end

there, however; Student P proudly said to me, “I will reward Saudi Arabia with my

knowledge and that I learned at KASP.” The same was discussed with Student E, who

promised the following:

I will transfer my knowledge, everything I learned here in Canada. The second thing I

will transfer the culture, not the culture, but the good things in the Western culture. I

will work on raising public awareness regarding my major. Probably I will try to

transfer that experience, not just the knowledge. So sometimes you can transfer the

knowledge but not the experience. So I will try to transfer the experience to Saudi

Arabia and yeah, I think the education system here is very good, and so I will try to

work on that.

The love to both their home country and the KASP experience shine through in KASP

recipients’ participation in this study. It is the power of knowledge and education mixed with

loyalty that endows them with their passion.

Two participants agreed on the idea of a ‘research need’ existing in Saudi Arabia, and they

detailed their responses about the responsibility concern according to that. Student B

discussed his plans to pay back the country:

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I really believe in research. If any country wants to advance itself, they have to focus

on research, which my government already started by opening lots of research

institutions, but not active yet. If I have the choice, I would work in a research lab.

His belief in the power of research and his knowledge of the research market in Saudi does

what KASP aims to develop. Student H responds in a similar way regarding the reason of her

choosing her major, science: “research centers is a goal for me. I already established

communication with couple other researchers so we may have a center that serves the whole

Middle East.” Such a connection to research benefits the KASP recipient, and speaks to the

positive impact that KASP has made – Saudi Arabia, unfortunately, is not aware of such a

benefit, and this is a potential benefit of this study, as this research brings that to light.

The market in Saudi Arabia and the choice of participants’ majors are never far from the

participants’ thoughts and their KASP life. Still, not all participants have positive views about

the Saudi market. Student J, in reasoning her choice in humanities, discusses how “I just

started my Ph.D. to extend my stay here. I never ever thought about a Ph.D. until I realized

that my time here is tick-tocking, almost ending, nope, I still have 4 more years.” Of course,

this is not what HCT would strive for, but this participant’s response represents a reality that

must be dealt with. It has to be noted here that most of her quotes relate to Saudi Arabia in

general, not just particularly the job market there. Participant K, on the other hand, says the

following when discussing going back to the Saudi market: “I think I am accountable, yes I

am. To go back and give back.” Specializing in engineering has happened for a reason, as

Student K discusses: “Its my background, not the market, no just what I know.” Giving back

is a phrase that covers so much ground, even if the sponsored student specializes in a field

that he or she favours more than others. I would envision a more powerful form of ‘giving

back’ if participants majored in a field that the country is in need of, and that the market

could accommodate, too.

Paying back is paramount for Student L as he says,

I sure do wanna pay back, actually, a lot of gratefulness. Grateful, I feel that I have to

pay back, not only to the government as an authority, but also to the people, my

community, my country in general for this opportunity that they have given me. I do

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feel this, yes. I mean going back home and working is not enough, because working

itself is not enough, but trying to improve many of the things that I would think it

would improve or add some, I would say, perspective of things that you see in the West,

I thought I need to contribute to Saudi Arabia.

This participant’s major is business, as he believes in linking his passion in the political world

to understand the market through his business degree. These elements, when combined, help

the participant feel grateful in that they are studying what could benefit them beyond merely

themselves – which is the key to a successful investment in HCT. All Saudi Arabia and any

developing state needs is someone to be educated or invested in who is willing to advance the

nation in the long-term.

As demonstrated in this part of the interviews, the sample is fully represented in this section.

Every voice here carries a message of value, and no other voices are excluded. This is

valuable in terms of participants’ concern to repay and contribute to the nation for their

KASP experience by any means possible. Even those voices who are not fully invested in

KASP have a clear understanding of the Saudi Arabia they wish to have and help develop.

Both genders, females and males, show gratitude toward the country and their willingness to

put forth the effort in advancing the state at any cost. There is one female and one male who

demonstrate the total opposite of gratitude in the study – but there is love and care in their

response, which underlies their words. The remarkable thing about choosing what major to

study and what level of education you’ll receive have no bearing on participants’ desire to

pay back their country for their investment. All the participants link in one way or another to

their willingness and readiness to invest in Saudi Arabia by trying to relate to the market for

themselves.

Summary

The principles and assumptions of human capital theory is seen in every KASP-related

discussion as the participants realize that the investment in them should have a return to

Saudi Arabia. Education, local or abroad, is worth all the effort and money spent. Hearing

KASP recipients share their sense of responsibility toward the Kingdom would likely make

those interested in educational investment proud. Culturally, societal development is

happening through KASP and the participants cannot wait to be back and start their

contribution toward advancing cultural evolution in their home, which has started already in

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some cases. Global citizenship, in the sense of raising the bar for responsibility toward the

self and the nation equally, is by far benefiting Saudi Arabia, as there is a considerable lack

of accountability from the Saudi citizens according to the data. The participants seem

concerned with their home. That concern is coming from their witnessing of other nations’

development, Canada in specific, and their high knowledge of their home state, Saudi Arabia.

This could be seen as the participants’ greatest asset in helping Saudi Arabia in its own

development.

Developmentally, since employment matters to this study, the participants’ concern about

jobs is comparable to their sense of responsibility toward the Kingdom. That was seen in their

reporting in this section, as they were professionally caring; yet still criticizing KASP and

Saudi Arabia. Their experience in Canada has exposed them to what they believe is missing

from Saudi Arabia, which KASP is intentionally doing. To limit KASP graduates entry into

the job world is not enough. Participants’ sense of responsibility arises from them having

been sponsored and filled with experiences that should potentially boost the whole economy

back in Saudi Arabia.

5.4. Findings Summary In this chapter, KASP recipients deliberate throughout answering the 13 questions in regards

to this research question: How do King Abdullah Scholarship Program undergraduate and

postgraduate participants perceive the program experiences in regard to the making of global

citizens and securing employment? The findings in relation to the main concerns within the

research question, making global citizens and securing employment, allow for deeper

discussions in light of the conceptual framework this study utilizes, human capital theory.

With respect to the sample parameters of gender, level of study, and field of study, the

research question has the chance to be analyzed by every parameter in the sample. This

representation should guarantee the discussion has fuller, more meaningful insights and paves

the way for generalizable conclusions.

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Chapter 6

Discussion

6.1. Introduction The 16 KASP participants in this research study have responded to the 13 interview questions.

With the analysis of their responses completed, this discussion will present what the research

offers to the study of internationalization. The discussion leverages the KASP participants’

experiences in the light of the literature previously provided to discuss the suitability of

human capital theory (HCT) to understand the participants’ experiences. A detailed

breakdown of the discussion section follows in Table 6. First, a summary to present the

findings begins the section. Second, a summary to review the information provided in the

literature review linked to the conceptual framework follows. Third, the discussion of the

analysis in the light of the conceptual framework is split into two sections: first, the KASP

participants’ benefit in terms of HCT’s personal focus, and second, the KASP participants’

benefit in terms of HCT’s societal focus. Fourth, a summary to conclude the discussion

brings forth recommendations.

Table 7

Discussion Overview

Literature Review:

KASP Objectives

Conceptual Framework:

Human Capital Theory

Interviews Findings:

Saudi vs. Canada

Cultural Objective Personal Gains Global Citizenship

Developmental Objective Societal Gains Job Seeking

6.2. The Findings in Terms of the Conceptual Framework After reviewing the data and providing a thoughtful analysis, KASP determinedly achieves,

through the Canadian system, one of the selected objectives chosen in this study (cultural) but

not the other (developmental). It is true that this achievement, or lack thereof, is still in theory

and exists only in the words of the participants. However, some behavior and ambitions can

lead KASP to develop into what it is planned for: developmentally, the goal of employment

and culturally, the goal of developing Saudi citizens culturally throughout the understanding

of global citizenship. The education system of the Canadian post-secondary institutions the

participants attended has had some a great effect on them. That effect, based on the

participants’ responses, could be organized into actions and wishes for the optimal

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development of their home, Saudi Arabia. The developing Saudi Arabia is in need for all the

KASP recipients have gone through in developing the state and its people. Comprehending

the notion of global citizenship, along with having market knowledge and gaining tools to

understand the market, is actively in progress. The participants’ opinions on the support they

get from KASP about jobs and their ideas in relation to the new adopted initiative are all

signs of them being aware of their present and caring to their future, as well. Paying back the

investment their country has made in them, the participants want to focus their actions at this

responsibility, which is a clear success for both HCT and KASP. Saudi Arabia is developing

and KASP has crafted the right tools to assist Saudi in that journey – so hopefully, Saudi

Arabia is ready for them.

6.3. The Literature Review in Terms of the Conceptual

Framework A developing nation like Saudi Arabia, with resources like no other state, is acting heavily

through education and other means to move to a more developed state. Nothing is holding the

country back: the willingness of the government, the readiness of the people, and all between

these two. Progress can easily be witnessed and despite some challenges, the current state of

development is reflective of a nation, which is corrupt. Dependence on oil and related

products is coming to its end, and the whole nation upkeeps that. The authority of religious

figures is minimizing day after day, and the mass of Saudi Arabia comprehensively approves

that. Islam, the most known identity of Saudi Arabia, supports all sorts of development for

the sake of the people and rewards profoundly those involved in helping that to happen.

Among the many approaches Saudi Arabia is considering toward being developed is a higher

education approach. Saudi Arabia is less than 100 years old under the ruling of Al-Saud and

its schooling system is much younger, especially the higher education system. For that, the

nation is giving much attention to higher education and KASP one example of how that

process can move the country forward.

KASP, King Abdullah Scholarship Program to sponsor students studying abroad in many

fields and degrees, is an internationalization program that the country of Saudi Arabia is

putting forward and supporting greatly. The program takes its characteristics from the process

of internationalization, which both developed and developing nations both consider in

advancing their education systems. It is well-documented that maintaining a healthy

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education system is required for sustainability and advancement of all kinds of developmental

plans. Healthy systems sometimes require learning from other systems and progress is made

from there. Internationalization motivates nations and individuals to implement such a

method for the many advantages that come along with it. Saudi Arabia, as a developing

nation, is the case this research utilizes to understand such a method and to learn more about

the individuals’ experiences specifically.

6.4. The Discussion in Terms of the Conceptual Framework Human capital theory, as a framework, has its own advantages and receives some criticism

from scholars. Still, this study believes widely in the elements of the theory and its deep

connection to the world of KASP. The investment in educating humans and how that relates

to the goodness of themselves and their surroundings is at the heart of KASP and truly,

therefore, exemplifies the application HCT in government policy and practice. This section

presents the main parts of HCT in relation to the findings of the interviews: first, personal

gains (global citizenship, the cultural objective), and second, societal gains (employment

knowledge, the developmental objective). The tenet behind HCT is the development of

societies through the individuals living within those societies. The end result for public policy

actions based on HCT is, in theory, better living conditions, and this is what KASP is trying

to accomplish and the experiences of the participants to both assures and disproves that, in

many mays.

6.4.1. Human Capital Theory and Global Citizenship

The King Abdullah Scholarship Program (KASP) lists certain objectives and works toward

achieving those objectives. Achieving and maintaining the outcomes of KASP may still be an

open question in relation to the audience of KASP and the public of Saudi Arabia. Still,

having KASP in place is a huge achievement in itself due to the developing nature of Saudi

Arabia. Among the objectives KASP aims to achieve by sponsoring hundreds of thousands of

Saudis is the cultural scope of the program, the cultural objective is to enhance cultural

communication with other civilizations and introduce our own culture and values.

According to the review of literature in this study, the cultural objective results in the form of

having an understanding of the global citizenship concept and its relatedness to the nature of

the developing Saudi Arabia. Global citizenship partially refers to a high level of awareness

of the world with knowledge, skills, and values that moves the self and the world forward for

the betterment of the whole. The Saudi Arabian context lacks this ‘global citizenry’ and in

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today’s world, it is an important goal for nations, especially developing ones. Of course,

developing the country requires effort, and some efforts cannot be done at home. There is a

need for certain elements to be lived rather than just taught or forced on the people. The

developed journey KASP participants live outside of Saudi Arabia is one tool that

exemplified the state, Saudi Arabia, wants to have or, at the very least, to learn from.

Fortunately, human capital theory is the medium here and it appears to be having positive

intended results for the participants.

One main part of HCT is the personal gain, which translates in this study to the cultural

enhancement the sponsored students live and learn while abroad. Chen (2010) argues about

the many benefits of educating students abroad, as an investment in education, and he focuses

on the changes that occur in their way of being in the world – ranging from knowing what is

missing at home to caring how to develop home. Detailing the relationship of HCT to what

the findings say comes in three segments: the purpose of the scholarship program, the

developmental state of Canada and Saudi Arabia, and the condition sponsored students in

Canada represent.

First, there is an agreement among the participants that the overall purpose of KASP is

‘change’. Saudi Arabia is in a changing era where the nation is putting forth effort to develop

the country economically, culturally, etc. The KASP kind of change is largely educational

and in that vein come all the experiences the sponsored students shared in this study. The

focus in the first part of the research question explores the participants’ experiences in

regards to the making of global citizenship. The transformation happens, according to many

participants, and a newer version of them has been created due to KASP. This is at the heart

of HCT: to change for a better person. HCT aims at personal growth that results from the

educational investment, which produces better living outcomes for the individuals and their

surroundings, and the aims of KASP share that with HCT. The change in the very being of

the participants as reported in this study can be interpreted as a healthy sign for the change

Saudi Arabia intends to have in place from developmental projects like KASP. The reported

changes the Saudi students who took part in this study go through towards reaching the state

of understanding KASP-related elements of global citizenship is consistent with that

dimension of HCT in this research.

HCT centers humans within developmental plans as the main contributor and receiver. The

education processes that the individuals of a certain nation go through start with the people

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and finish with the people. The target is always the same with HCT: the individual. As the

individual makes the society, the very end result is the society as whole. Nations develop the

state for the people, never the nation alone. The state the Saudi Arabian students represent,

coming from a religious conservative context, is what needs to be changed. The four KASP

objectives are – developmental, cultural, educational, and social – symbolize the change

required in the country.

The cultural objective deals with enhancing communication between nations and this is some

of what global citizenship includes. The investment in education, the primary goal of HCT, is

a key toward achieving a better understanding of global citizenship, the cultural objective

which Saudi Arabia lacks tremendously. When KASP participants get involved into the

learning journey and go beyond earning the degree itself to become globally aware to the

culture surrounding them, this is when partial of the global citizenship component emerges.

The exclusivity in the Saudi context that participants come from comes with challenges that

never get understood unless placed in another culture that can be used as a benchmark for

comparison. The chance that HCT, namely KASP, offers to Saudis is practical and effective.

According to the participants in the study, KASP shows them what change Saudi Arabia

hopes to have in place through investing in their education. The change lived by the

participants out of the borders of Saudi Arabia is basically part of their personal growth.

Second, individuals are part of the texture of the society, and they all make a nation exist. The

citizens’ state of development represents the whole nation most of the times, locally and

globally. The case of Saudi Arabia sponsoring students in furthering their education in

developed nations is a strong indication toward the state the country is heading to. KASP

offers opportunities to Saudi students to further their education towards the state of national

and societal development Saudi Arabia is planning to reach. The personal part of this

development is expressed in many ways via the participants in the interviews.

HCT focuses on the personal return the individuals get after been invested in educationally.

The personal return is never limited to financial terms, but it also includes the state that

prepares the individual to get other means of return too. Here, I refer to what the participants

say about KASP purposefully placing them in a nation, Canada, which characterizes with

certain elements like diversity. The diverse context of the society in Canada is critical to the

participants of KASP as it is a must to adapt to, live within, and learn from. That gain in itself

is a goal to KASP: the cultural objective. Diversity never works unless communication

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precedes it. Enhancing cultural communication builds the road for diversity to grow and

develop, which Saudi Arabia is in great need of both practically and theoretically.

Saudi Arabia is implementing HCT for the best of the nation where individuals matter the

most. This investment in education gives Saudi Arabia some, a great sum, of what the

country is looking forward to have. The power of education represents the intentions of the

government to make positive effects. HCT includes two parts: the investment and those being

invested in. Saudi Arabia is taking care of both through KASP.

Third, the conditions KASP participants surround themselves with are all tools that help in

crafting the needed cultural awareness arising from global citizenship. The change state is

also another major level for achievement for the KASP community. HCT is driving change in

Saudi Arabia and education is the medium.

A critical note to add here, global citizenship is a notion that covers more than just crafting

some elements were chosen from the OXFAM table. It is a concept that goes beyond KASP

and its objectives. Still, on the long run it seems working fine as Saudis miss some of those

crucial elements from the OXFAM table. The findings and the participants share had proved,

to a certain degree, that some cultural aspects have been developed into them and there are

some connections to global citizenship from the broad perspective. A fuller investigation is

mandatory if global citizenship and Saudi Arabia are to be related, which is future focus I

might consider.

6.4.2. Human Capital Theory and Employment

The other main part of HCT is the societal gain, which is interpreted in this study as securing

employment and understanding the market of Saudi Arabia. The developmental objective of

KASP is to supply Saudi human capital to the local market according to its needs. The further

angle of the research question deals with the participants’ experiences regarding employment.

According to the data and the analysis, the participants think in three different ways about the

employment matter: 1) employment expectations after KASP, 2) employment support from

KASP, and 3) the employment focus of KASP. A note to keep in mind is that the study did

not actually investigate the post-KASP experiences of participant engagement with the

employment market, which would be an important topic for further research.

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HCT’s concerns with education flows in two directions: the investment, and the outcome of

that investment. In the previous section, HCT and the understanding of global citizenship

explained the cultural objective of the program, KASP. Now in this section, the

developmental objective refers to the world of employment and the participants’ own beliefs

and experiences in that regard. Starting with the expectations of participants, KASP and HCT

does not yet not match here. Simply, to get HCT to be effective as an investment in educating

individuals relative to local employment and economic development, more effort needs to be

put further. The equation for HCT is like input and output; both are critical and need each

other to work effectively. It sounds like, from the view of participants that the educational

journey never lands home, where I refer to those decided not fly home and rather they made

decisions to stay abroad.

Home is where the program starts and according to KASP objectives, home should be the

most benefited from this investment. HCT is based on giving educational chances to the

citizens of a certain nation and preparing those chances to take a turn in paying back both the

individual and the sponsoring nation. As is the case with KASP participants, some feel like

the program is missing the potential for accomplishing its vital half – employment – which

relates to the broad personal and societal economic development aims of the program. Even

with the current initiatives, KASP is lagging behind and the situation does not appear hopeful

for KASP participants. Sponsoring students cannot take place without plans for their future,

including strategic planning. It is true that the program does its part in visioning the situation,

but there is something wrong from the participants’ own perspectives. The majority of the

participants think KASP, in the past and in the present, is far from providing employment or

even access to viable employment in their fields of study, rather it is concerned only with

credentials. HCT needs credentials and at the same time requires certain conditions for these

credentials to be put into action through employment opportunities and outcomes.

HCT is a matter of governments, never the governed. Here, I refer to some participants who

blame KASP and more generally Saudi Arabia for all that is missing for them in their home

country. An appreciative tone is heard from afar at the interviews, but still there are some

faults the participants designate to Saudi Arabia and those include the other critical part of

HCT: moving the economy forward through the educated individuals.

Next is the support the participants receive from KASP in relation to employment. HCT. As

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stated earlier, a reciprocal approach is needed here. The input is the investment and the output

is all that helps the invested in or the invested nation to benefit economically. Easing the road

for KASP participants starts with accepting them at the program and establishing certain

procedures for them to follow and successfully crossing the finish line to employment.

Within all that, KASP gives support in regards to employment through the graduation and

career annual events, which HCT would applaud. In the experience of the Canadian-based

KASP participants interviewed for this study, this kind of support is found lacking proper

guidance toward the world of jobs. Also, these practices by KASP authorities deliver the

wrong or the incomplete picture of the real job market for participants. Here, HCT collapses,

as supporting participants in securing education is great, but lending another hand in making

sure that investment is directed properly is greater. There is no difficult nor simple way to

disconnect KASP from employment, and the efforts in place need assessment and

reconstructing.

The KASP developmental objective deals with supplying the market with qualified

individuals for certain existing needs. HCT works best at this basis, however those needs and

plans never meet reality for the KASP participants. In paraphrasing what one participant says

about the current situation at the existing higher education institutions, he says KASP is a

professional response to the lack of giving education locally. It is like utilizing what other

developed nations already have in place to fix what other developing states lack. Still, more is

to be done if HCT is to result positively.

Finally, the newly adopted initiative and how HCT views that is discussed. KASP, in 2015,

shifted gears toward establishing connections to real job needs, instead of just planning the

future, at a couple of organizations in both the public and the private sector. For the mass of

Saudi Arabia, this is what KASP was missing from day one, which a few participants think is

the best decision so far. For HCT, this is what could bring the investment in education to the

real world with guaranteed economical return, if I may say; to the nation and, of course, to

the individuals. However, this is not the case. First of all, the initiative to send the first cohort,

which as of the Fall of 2016, is still unknown. Second, those taking part in this research are

not included in the initiative. So, one may say this is great for the future KASP recipients,

where some believe that is never going to be the situation.

HCT, in theory, is to “produce labour force corresponding to the needs of the future economy

… to insure not only more rapid capital growth but also productivity growth (Jermolajeva &

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Znotina, 2004, p. 4) and KASP still has to put that into practice. There is a possible way to

accept that KASP from 2016 and on is securing jobs, in theory, and those in previous cohorts

have to deal with the matter themselves. It seems unfair situation, yet the participants are

appreciating what has been done for them and would love to be included or at least directed.

The entire buzz around the new KASP direction is far from reality, according to some

participants’ experiences with KASP and Saudi Arabia. It is characterized with a couple

features that someone interested in the program will find either exclusive to certain people or

too demanding. Of course, the participants in this study are excluded, but they are in the first

circle around KASP to know a lot about it. HCT cannot flourish beyond credentials if the

roads are not paved strategically.

6.5. Conclusion: Human Capital Theory & KASP Every deal has two parts; HCT and Saudi Arabia make one significant deal for the Saudi

nation and it is called KASP. However, deals will not reach the agreed upon contract in all

circumstances. In the case of KASP, HCT strives to craft the cultural objective by preparing

the participants to be as communicative as possible in the world, which is the first part of the

investment in education. On the other hand, HCT as applied to KASP finds little room to

assist in achieving the developmental objective, which relates to boosting the Saudi Arabian

market with qualified individuals. HCT requires both ends to be in favor of closing the KASP

deal, the investment in education and the fertile economical ground for that investment to

harvest.

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Chapter 7

Conclusion

Every question deserves an answer and the more answers we get, the better the question gets

answered and the more informed and potentially useful do the questions become. The

research question in this study is: How do King Abdullah Scholarship Program undergraduate

and postgraduate participants perceive the program experiences in regard to the making of

global citizens and securing employment? 13 questions in an interview setting brought the

participants to comprehensively deliberate about the research question. The analysis presents

the data in a comparative way using constant comparative methods. Human capital theory,

the conceptual framework, governs the discussion. In a concluding comment, the experiences

of King Abdullah Scholarship Program graduates carry deeper thoughts about the program

itself, including themselves and Saudi Arabia in general. The KASP graduates’ experiences

endorse a robust relationship to the awareness of global citizenship attributes in the Saudi

students at the program while being sponsored by KASP. The KASP graduates’ experiences

affirm a fair relationship between KASP and the employment concern in the study, which

deals with securing employment.

The relationship between the graduates’ experiences and the comprehension of global

citizenship is a strong indicator for the successful achievement of one of the KASP objectives,

the cultural objective. The research is more concerned with understanding the graduates’

perceptions in regards to what KASP and their experience abroad has to do with the concept

of global citizenship. From the data gathered through the interviews, the KASP graduates

appear to be putting their feet into the world, the bigger world than just Saudi Arabia in

becoming Saudi global citizens. The exposure to the global world in its developed version,

Canada, is getting Saudi Arabia and its people the global features needed in today’s living.

The experiences of the graduates filter the way global citizenship could be defined, but those

experiences are modifying the being of the graduates. As this research was built upon two

other KASP work, Askar (2007) and Hilal (2013), I am in position to say this work has added

value to those studies by enhancing their findings and highlighting the route for further

investigations to follow.

The relationship between the graduates’ experiences and securing employment is mainly

about the employment-knowledge the participants gain because of joining KASP. The cause

for that is that KASP has a very indirect approach. The graduates’ experience in the Canadian

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setting is key when understanding the market in the other developing settings, which Saudi

Arabia is considered. Beyond that, KASP fails to offer solid connections to the world of jobs

in Saudi Arabia or elsewhere for its participants. The support KASP passes to the scholarship

recipients never meets the minimum requirements of the job market, as per the data and its

analysis. The new direction KASP is taking is also characterized by uncertainty. KASP and

employment, namely the developmental objective, work together by supplying the market

with educated individuals, whom should figure out their future job on their own. As this work

was built while other KASP work had been referenced, Hilal (2013), I can say that the

economics of Hilal’s discussion is true to this research in theory and to say it is also true in

reality would require further investigations on the returnees to the kingdom, which I intend to

do as my next academic endeavor as a follow up study on what this study found. A note here

about Saudization versus Internationalization, both processes are in favor of the Saudi society

as whole. It could sound to some as opposing steps, yet both are concerned with the

wellbeing of the Saudi nation. The Saudi workforce requires the international elements in

order to fulfill the Saudi market needs and allow Saudis to replace expatriates to score higher

Saudization rates an all sectors.

In the spring of 2016, the Deputy Crown Prince and Chairman of the Council of Economic

and Development Affairs, Mohammad bin Salman Al-Saud, announced the Saudi Vision

2030, which branched from the United Nations Conference on Sustainable Development,

Rio+20, in 2012. The conference objective was to “produce a set of universally applicable

goals that balances the three dimensions of sustainable development: environmental, social,

and economic.” (UNDP, 2015). Saudi has launched their own vision in a way like never

before while utilizing the power of social media and the latest marketing tools. The Saudi

vision encompasses the United Nations Developmental Programme 17 Sustainable

Development Goals (SDGs) in three main themes: vibrant society, thriving economy, and

ambitious nation. Under each theme there are lots of detailed phases and fully explained

agenda for the public to be aware of and be part of making that happen. Saudi via these

should be, “the heart of the Arab and Islamic worlds, the investment powerhouse, and the hub

connecting three continents” (Saudi Vision 2030, 2016).

Strongly believing in the route Saudi is paving for itself having the citizens as stakeholders,

Saudi is in great need for KASP graduates in order to better achieve the vision. The

advancement KASP graduates have enjoyed, lived, and practiced while being abroad is their

109

greatest asset in helping the vision becoming reality. The government of Saudi Arabia is

doing their part in planning and setting the route for everyone to share, adopt, and also live

the change they aim to have. Of course one could say it is early, truly early, to judge the

vision or any efforts around it. As the researcher, I would agree because I think the United

Nations’ guideline for such a vision might support the strength some people see in the new

direction the country is heading. Also, the press conference held by Mohammad bin Salman

was another thing the people of Saudi Arabia never witnessed before. Finally, all that follows

the announcement of the vision from plans to discussions and even projects, which have a

positive effect in making the majority of Saudi Arabia believe and trust such a path for the

nation.

Those who received scholarships and made it out of the borders of Saudi Arabia were given

the first tool in addressing the change required in the Kingdom. Making educated citizens

with the most developed tools – sending students to one of top education systems in the world

– is what will make the Saudi vision a reality. The students in Canada have witnessed the

three themes Saudi wanting to have in place. Throughout the KASP recipients’ share in the

data, one can tell that vibrant society, thriving economy, and ambitious nation are all

characteristics featured in their being in Canada. One participant made it clear, saying there is

no way to put his daughter back in the schooling system that he personally suffered from and

now here in Canada, he can witness the difference. This same individual phoned me up after

the vision hits the media and I quote with his permission, “if that's true and things start to be

reality, I’ll be home soon with my daughter.” (Student N).

The relatively small number of participants in this research, as one limitation, could be seen

as a deficiency that limits generalizability. Also, graduating from Canadian institutions is

another hurdle in the way of generalizing the outcome of the study. The Canadian education

system is known for being among top educational systems in the world. If students were to

study in less developed nations and different systems, the research might take different

directions, which would result in distinctive outcomes. Lastly, those who did not make it

back to the Kingdom are considered a huge loss for the country, financial recourses and

logistics too. I see this as a failure at KASP’s end, which surely restricts this exact research

from understanding if KASP has a role in the graduates’ future, relating to the employment

part of the study.

For the future of this research, I see it working along other recent works, especially works by

110

KASP recipients, as the basis toward understanding the attitude of Saudi Arabia and how that

relates to the wellbeing of Saudis. Saudi Arabia has a role in today’s Middle East world and

the Islamic world. That role, if presented in educational contexts to the world, might clear

away the real image of Saudi Arabia.

I see my work drawing attention to those invested in and those who decided to stay abroad.

Also, those returning back with dreams and ambitions, for whom reality is far from them and

their experiences. If I were to continue furthering this research, I think my largest concern

could be the following: how developing nations’ internationalization processes can work

internally from within a nation so those internationalized individuals would find home

appealing and worth the return. This area of study is more concerned with what home nations

are doing to utilize the educated-abroad individuals. From the case of KASP, there seems to

be a lot of uncertainties about the future of KASP and the graduates of KASP. It is true that if

the second part of the interviews were to take place, some of this concern might have been

answered, but still, one could imagine an investigation that focuses not only on employability

but also on the whole being of the individuals and the nation at the same time.

Another interest for future research is to conduct similar research that covers all the grounds

of KASP host countries, with support from the department of Higher Education in Saudi

Arabia. The official support is preferred as it could ease access to a larger number of KASP

recipients. Also, it could grant the research some level of practicality when it comes to

implications and sharing results. Saudi Arabia is new to research and sharing knowledge, so

having such authority on board should take such interest to another level, the level of actions.

I am calling the education sector in Saudi Arabia to implement the idea of conducting

evidence-based research. I urge the Ministry of Education in Saudi Arabia to engage the

public in the change process, which is seen as building democracy. Change is needed in the

Saudi school system and research can accommodate that need. Wiseman (2010) assures us

that evidence-based policies and actions are becoming a worldwide phenomenon, which

authoritarians will take action according to. It is been proven that evidence-based actions are

more accurate and trustworthy. Research and evidence-based policies always, or mostly,

result in advancing quality of education, equality in education, and control over education

(Wiseman, 2010), and Saudi Arabia is in need for that. Finally, evidence-based research has

been used by the Prophet but in different terms. Research is based on the use of data to

determine actions and plans. Data is numbers and lots of interpretations. The Prophet would

111

never take an action unless data has been collected like soldiers’ quantity, others’ land

location, tribes origins, etc. (Al-Lahham, 2001). Additionally, it has been mentioned in Quran

many times some details, numeric and descriptive data, about specific incidents. Bringing

more voices to the table of the Ministry of Education in Saudi Arabia through research would

sound Islamic to them and collective group work to educators and researchers.

Extending the idea of investigating other KASP host countries, I mean other developed but

more importantly other developing nations as well, worth doing due to couple reasons.

Developed countries as developing ones share similar characteristics that represent the state

the country is at. For instance, Canada, France, and Japan stand as developed nations with

many comparable features including cultural aspects in terms of having a strong cultural

identity and how proactively the nation works toward maintaining that cultural perspective.

On the other hand, developing countries like Saudi Arabia, Yemen, and Egypt would have a

cultural that barely differ and sponsoring students there could take internationalization toward

a truly different path and again this worth further studies as it could change the whole agenda

for KASP and its recipients.

One more comment about the differential experiences and expectations for male and female

Saudi participants in KASP have had. I have written one electronic article in Arabic for an

organization called Saudis in Canada and I titled it Women’s voice is shame. The idea was

when Saudi women were given a chance the whole world could never be prouder. There is

this perception about women in Saudi Arabia and in many other states that they are less able

in so many matters, but to me and especially after conducting interviews with Saudi females I

find the nation I belong to and I myself are in shame. Leading conferences, participating in

social initiatives, voicing their opinion, driving success and cars, etc. are all on the list for

their presence. Saudi Arabia is enjoying some of that success by utilizing their females

tapped potential in leadership positions and much more. On the other hand, the Saudi males

also they exceeded expectations by opening up to the world and learn what could be possibly

good assets to their home, Saudi Arabia. The experience all Saudis have enjoyed, whether

decided to stay abroad or made it home already, is to benefit Saudi Arabia and its people in

so many ways and for instance could help achieve KASP stated objectives and more. A new

Saudi Arabia is in the making and KASP has a critical part in that.

Lastly, if I were to re-do this research I wish to pay attention, more than what originally been

112

done, to the broader field of internationalization in at least 3 or 5 nations and not to focus all

my efforts on the one and only nation I discussed here, Saudi Arabia. Still I believe this work

adds value to internationalization, where I think including more studies could have added a

greater depth to the study.

113

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LIST OF APPENDICES

Appendix A

Interview Guide 1st set of Interviews

Questions

Part 1

...

C

U

L

T

U

R

A

L

Objective

…

Global

Citizenship

Preamble: The scholarship program has to have some sort of purpose and goals considering its origin, Saudi Arabia, as a developing nation. From your experience as a KASP graduate…

Q1: What is the purpose of the scholarship program? Q1i: What is your understanding that KASP wants to accomplish with this program?

Preamble: In this busy life of us and as an educated individual, I suppose some of your decisions are based on plans and personal wishes…

Q2: How did you become interested in studying abroad? Q2i: What motivated you to apply for and accept the KASP? Probe: Was there anything else that contributed to your decision?

Preamble: Life is full of ups and downs, and memories are what keep us attached to our existing experience as humans…

Q3: Would you share a very memorable moment being part of the program? Q3i: There might be some experiences that you consider unforgettable, either positive or negative, while studying abroad, will you share some of that with us?

Preamble: For sure the program has put you in a much more socially and culturally diverse context than Saudi…

Q4: How has participating in KASP affected your view of social and cultural differences among people? Q4i: How diversity works for you as a Muslim Saudi citizen?

Preamble: Participating in KASP places students in situations in which they have contact non-Saudis as part of their study-abroad life…

Q5: In communicating with people, how is interaction like with non-Saudis? What kinds of interactions have you had (did you have) with non-Saudis while participating in the KASP? Q5i: How have your interactions with non-Saudis affected your comfort with dealing with people from cultures different from your own?

Preamble: Graduating KASP is the last step, I assume, before heading home, Saudi Arabia…

Q6: What are your thoughts about re-integration into Saudi society after graduating from KASP? Q6i: What challenges would you face as you try to fit again in your own Saudi culture? Q6ii: Do you have a personal “plan” for how you will deal with re-integration?

Preamble: The Saudi government has done so much for its youth in terms of creating a healthy environment for their present and future, including yourself and myself, and still trying to do much more for its people…

Q7: What responsibility do you feel you have towards the country and its people? Q7i: What effect if any has participation in the KASP experience had on your sense of accountability towards Saudi?

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2nd set of Interviews

Questions

Part 2

…

D

E

V

E

L

O

P

M

E

N

T

A

L

Objective

…

E

M

P

L

O

Y

M

E

N

T

Preamble: Furthering your study is inspiring, yet you may have gone through some tough decisions related to your decision to pursue further education…

Q8: What is your field of study and degree? How did you decide on this area of study? Were there other factors that affected your choice about what to study?

Preamble: Definitely after all the effort you put into KASP and the making of your future, there might be something you would be expecting after graduating…

Q9: What expectations do you have in regards to employment after you graduate? Q9i: How realistic are these expectations? Please explain…

Preamble: Life is full of ups and downs, and memories are what keep us attached to our existing experience as humans…

Q3: Would you share a very memorable moment being part of the program? Q3i: There might be some experiences that you consider unforgettable, either positive or negative, while studying abroad, will you share some of that with us?

Preamble: As I am part of the program, I know KASP authorities have addressed the job-hunting process in various ways…

Q10: What support is available from KASP in regard to finding a job? Are you using that support, and in what ways? Q10i: What is you experience say about jobs in relation to KASP efforts?

Preamble: Coming from Saudi Arabia with some knowledge about the Saudi job market has maybe shaped the market for jobs around your field…

Q11: While participating in KASP abroad, how are you able to learn about the job market in Saudi for people with degrees in your field of study? Q11i: Any help from KASP sources in this regard about job market knowledge?

Preamble: There are formal and informal ways of looking for job opportunities, including the use of social networking…

Q12: What role if any has social networking with people in and outside the KASP network abroad and in Saudi Arabia had on your job search? Q12i: What did those experiences bring to your intention in regards to the search for jobs?

Preamble: Lately, there has been a shift in KASP focus, which corresponds the government’s view of Saudi market needs with scholarships…

Q13: What do you think about that? Q13i: ‘Your scholarship is your career’ how do you see that helping in the jobs process for graduates?

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Appendix B

OISE ONTARIO INSTITUTE FOR STUDIES IN EDUCATION

UNIVERSITY OF TORONTO

Consent Form I have read the information presented in the invitation letter in regards to a study being conducted by (Rami

Abdul-Rahman Khayat) of the Department of Leadership, Higher and Adult Education at the University of Toronto. I have had the opportunity to ask any questions related to this study, to receive satisfactory answers to my questions, and any additional details I wanted. I am aware that my interview will be digitally recorded to ensure an accurate recording of my responses, and that I will be provided an opportunity to review the transcript. I am also aware that excerpts from the interview may be included in the dissertation and/or publications to come from this research, with the understanding that the quotations will be anonymous. I was informed that, I may withdraw my consent up to the point of approval of my transcripts and the start

of data analysis without penalty by advising the researcher.

This project had been reviewed by, and received ethics clearance through, the Research Ethics Board at the University of Toronto. I was informed that if I have any comments or concerns resulting from my participation in his study, I may contact the Research Ethics Board at (ethics.review@utoronto.ca) or +1 (416) 946-3273 or the researcher’s doctoral thesis supervisor. Please keep a copy of this letter for your records.

With full knowledge of all foregoing, I agree, of my own free will, to participate in this

study.

YES NO I agree to have my interview digitally recorded.

___ YES NO I agree to the use of anonymous quotations in any thesis or publication that comes of

this research.

__ YES NO I request a copy of the research findings to be sent to me.

____ YES via email: NO For Female participants only:

I have the right to be interviewed the way I feel comfortable and respected.

____ Alone With the researcher’s wife Via a digital medium

Participant’s Name (please print) _________________________________________________ Participant’s Signature _____________________________________ Date ______________ Rami Abdul-Rahman Khayat, Researcher Dr. Stephen Anderson, Supervisor … CONTACT INFO DELETED … CONTACT INFO DELETED

143

Appendix C

OISE ONTARIO INSTITUTE FOR STUDIES IN EDUCATION

UNIVERSITY OF TORONTO

Invitation for Interview

Dear King Abdullah Scholarship Program recipient,

This letter is an invitation to consider participating in a study titled “Toward Genuine Transformations: The Internationalization of Higher Education in Saudi Arabia”. It is part of my Doctoral degree in the Department of Leadership, Higher, and Adult Education at the Ontario Institute for Studies in Education at the University of Toronto under the supervision of Dr. Stephen Anderson. I would like to provide you with more information, for your own reference to keep, about this study and what your involvement would entail if you decide to take part of it.

Sponsoring qualified Saudis to study abroad is considered a key pillar in improving the conditions’ of Saudi people and Saudi Arabia in general. The objectives of King Abdullah Scholarship Program (KASP) according to the Saudi Ministry of Education are: developmental, educational, social and cultural. This study investigates through interviewing KASP recipients whom graduated or graduating in few months, if developmental and cultural objectives are being met. The main question this research proposes to understand is: How do King Abdullah Scholarship Program undergrad and postgrad graduates perceive the program experiences in regard to the program goals of making global citizens and securing employment?

Your experience at KASP is a valuable asset that should not be missed, must be highlighted and could lead this research to a better understanding of the program in terms of its objectives. There is no direct benefit to you, but information about the experiences of students in the program may help inform future improvements in the program by its sponsors. The time allocated for the voluntary interview is 60 minutes maximum in a mutually agreed upon location. It is possible to conduct the interview electronically via Skype or other mediums if that is a preference. With a total of 13 questions to be discussed between us, you have the full right to skip any that you do not feel comfortable answering. Another set of 7 questions to follow in a period of 3 to 6 months in order to further investigate the questions, particularly in regards to employment, and the time needed for that should be 40 minutes. English language is the main medium for our communication, but using Arabic is still possible as a secondary language. Interview participants will be provided a copy of their interview transcripts for review and approval. You may withdraw from this study without any negative consequences at all by advising the researcher up to that point of approval of your transcripts and the

start of data analysis. Your input shall remain confidential and will be used only in this research and related publications and no value judgments will be placed on your responses. With your permission, the interviews, 1st and 2nd will be audiotaped to facilitate collection of information, and later transcribed for analysis. Data will be stored in a secure server for two years and will be disposed immediately after that. No personally identifying information will be reported in the findings nor shared with the KASP program sponsors. No one other than myself will have access to the original data. Any identifiers from the data would be kept separate and de-linked from the raw data, and any identifiable data would be encrypted using

144

File Vault at my computer. There is no compensation for participating in this study. Still, your participation will be a treasured addition to my research. It is important to say that

there is low risk associated with your participation and that will be detailed if you show

interest in being part of this research (this sentence should be deleted or say No/Low

risk). An executive summary of the dissertation will be emailed to you upon completion if requested. Absolutely, I hope that you will consider participating in this important effort to document the experiences of King Abdullah Scholarship Program participants as they relate to the broad objectives of the program. Please respond to this email indicating your interest in taking part in the study. I will be selecting 30 KASP participants from those interested and sending a follow-up message with a “consent form” to be read and signed indicating your agreement to participate in the study. Feel free to contact us as specified below with any questions. If you have any questions related to your rights as a participant in this study or if you have any complaints or concerns about how you have been treated as a research participant, please contact the Office of Research Ethics, ethics.review@utoronto.ca or 416-946-3273. Please keep a copy of this letter for your own records.

Sincerely,

Researcher: Rami Abdul-Rahman Khayat, PhD candidate

Department of Leadership, Adult & Higher Education Ontario Institute for Studies in Education, University of Toronto … CONTACT INFO DELETED

Supervisor: Dr. Stephen Anderson

Educational Leadership and Policy Program Department of Leadership, Adult & Higher Education Ontario Institute for Studies in Education, University of Toronto … CONTACT INFO DELETED

145

Appendix D

OISE ONTARIO INSTITUTE FOR STUDIES IN EDUCATION

UNIVERSITY OF TORONTO

Administrative Letter of Consent

Date …

To Whom It May Concern at the Saudi Students Club in …,

I am a graduate student in the Department of Leadership, Adult and Higher Education at OISE/UT and am currently working on a research project that will involve the students of your organization. In order to begin the project, I require your written consent. Your organization’s role ends by sending the invitations out on my behalf to graduates of the year 2015 and/or those graduating in 2015 or in the Winter months of 2016 to 100 students in 4 major disciplines (Humanities, Engineering, Business, & Science) both males and females. No further responsibility or communication should take place after sending out the invitations out. My research proposes to understand: How do King Abdullah Scholarship Program undergrad and postgrad graduates perceive the program experiences in regard to the making of global citizens and securing employment? The study will investigate the attainment of these objectives through the conceptual perspectives of Human Capital Theory (Schultz, 1961) and global citizenry (Oxfam, 2006). The impact caused by the KASP graduates on the Saudi nation has not been methodologically researched, at least not that the public is aware of (Smith & Abouammuoh, 2013). The interviews, in person or via Skype, will take place right after the ethics approval and the second set will be held in 3 to 6 months period from then via Skype with the same individuals from the 1st set of interviews if they are willing to. No personally identifiable information other than names, email addresses and academic degrees will be obtained from the participants directly to the researcher. All participants will be informed about the nature of the study and their participation including the assurance that they may withdraw up to the point of approval of their transcripts and the start of data analysis or not answer any question they are not comfortable with. Participants will at no time be judged or evaluated. Participants will be informed that no value judgments will be placed on their responses. The taped interviews will be assigned identity codes, and researcher will strictly maintain the confidentiality of participants and their study location. No identified risk is associated with their participation. All data should be kept safe in the researcher’s own home at his private office and shall be destroyed in a period of 2 years after the completion of the project. Those showing interest by emailing the researcher will then be contacted to review and sign a consent form, which they shall keep for their own records. If you agree, please sign the letter below and return it to me. If you have any questions, please feel free to contact me at DELETED You may also contact my supervisor, Dr. Stephen Anderson at DELETED. Finally, you may also contact the U of T Office of Research Ethics for questions about your rights as a research participant at DELETED. or 416-946-3273. Name (please print): _____________________________ Signature: _____________________________________ Rami Abdul-Rahman Khayat, PhD candidate

… CONTACT INFO DELETED

146

Appendix E

OISE ONTARIO INSTITUTE FOR STUDIES IN EDUCATION

UNIVERSITY OF TORONTO

Follow-Up Letter

Date

Dear (potential participant’s full name),

Following on your interest to be part of my research project, firstly I want to express my appreciation for your intentions and all I hope is for both of us to enjoy this opportunity. Secondly, I would be happy to answer all your questions or address any concerns that you might have about the project and your participation. Finally, I wish you would complete the following items so my project’s sampling criteria may be professionally respected. Gender: Male Female

Discipline: Engineering Humanities Business Science Level of Study: ______________________________ Institution: _________________________________ Graduation date: ____________________________ Lastly, you still have the full right to withdraw, up to the point of approval of your

transcripts and the start of data analysis, form this project with no consequences and would appreciate if you would let me know. Thank you & best regards,

Rami Abdul-Rahman Khayat, PhD candidate

… CONTACT INFO DELETED

147

Appendix F

OISE ONTARIO INSTITUTE FOR STUDIES IN EDUCATION

UNIVERSITY OF TORONTO

Interview (Location & Time)

Date

Dear (potential participant’s full name),

After contacting me with your signed consent, I am sending you this letter so we can set up a mutually agreeable location and time for the interview. Please choose 2 locations that are best for you and also allocate time-slots so we can both agree on. Still, you have the full right to withdraw form this project, up to the point of approval of

your transcripts and the start of data analysis, with no consequences and would appreciate if you would let me know. Thanks a lot & best regards, Rami Abdul-Rahman Khayat, PhD candidate

… CONTACT INFO DELETED

148

Appendix G

PROTOCOL REFERENCE # 32388

December 22, 2015

Dr. Stephen Anderson

OISE/UT: LEADERSHIP, HIGHER AND ADULT

EDUCATION

OISE/UT

Mr. Rami Abdul-Rahman Khayat

OISE/UT: LEADERSHIP, HIGHER AND ADULT

EDUCATION

OISE/UT

Dear Dr. Stephen Anderson and Mr. Rami Abdul-Rahman Khayat,

Re: Your research protocol entitled, "Toward genuine transformations: The internationalization of

higher education in Saudi Arabia"

ETHICS APPROVAL Original Approval Date: December 22, 2015

Expiry Date: December 21, 2016

Continuing Review Level: 1

We are writing to advise you that the Social Sciences, Humanities, and Education Research Ethics

Board (REB) has granted approval to the above-named research protocol under the REB's delegated

review process. Your protocol has been approved for a period of one year and ongoing research

under this protocol must be renewed prior to the expiry date.

Any changes to the approved protocol or consent materials must be reviewed and approved

through the amendment process prior to its implementation. Any adverse or unanticipated

events in the research should be reported to the Office of Research Ethics as soon as

possible.

Please ensure that you submit an Annual Renewal Form or a Study Completion Report 15 to 30

days prior to the expiry date of your current ethics approval. Note that annual renewals for

studies cannot be accepted more than 30 days prior to the date of expiry.

If your research is funded by a third party, please contact the assigned Research Funding Officer in

Research Services to ensure that your funds are released.

Best wishes for the successful completion of your research.

Yours sincerely,

Matthew Brower, Ph.D.

REB Co-Chair

Jeffrey Steele, Ph.D.

REB Co-Chair

Research Oversight and Compliance Office - Human Research Ethics Program

McMurrich Building, 12 Queen's Park Crescent West, 2nd Floor, Toronto, ON M5S 1S8 CanadaTel: +1 416 946-3273 Fax: +1 416 946-5763 ethics.review@utoronto.ca http://www.research.utoronto.ca /for-researchers-administrators/ethics/