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This study investigates the prospects of setting up an open university for women in Saudi Arabia against the background of the problems which Saudi women face in pursuing higher education. A review is given of the development of modern public education for women since its beginning in 1960, with emphasis on the more recent development of higher education for women. The position of women in Islam and in contemporary Saudi society is examined as this has influenced their access to higher education. An account is also given of the development of women's position in contemporary Western society. Three open universities, the United Kingdom Open University, the Sukhathai Thammahirat Open University (Thailand), and the Allama Iqbal Open University (Pakistan) are described in 'order to demonstrate how the idea of an Open University first arose (UKOU) , and how it was later realized in a developing county (Thailand), and in an Islamic country (Pakistan). A questionnaire was devised in order to gather data on attitudes to the setting up of an open university for women in Saudi Arabia, on perceptions of its feasibility, and on possible obstacles to its foundation. The questionnaire also included a section on the most suitable model for an open university for women in Saudi Arabia. The questionnaire was distributed in government bodies and higher educational establishments in Saudi Arabia to policy makers, academics, and female students. An analysis of the data reveals a very positive response to the setting up of an open university for women in Saudi Arabia. Respondents, however, demonstrated a realistic awareness of the problems of gaining public acceptance for a new type of higher education and of the launching of a new project in a time of restrictions on government spending. Finally, on the basis of the findings from the survey, a proposal is made for the setting up of an open university suitable for women in Saudi Arabia today.

Law that regulates management of higher education institutions has been increasing in recent years in both Saudi Arabia and England. The Higher Education and Universities Act (HEUA) 1414 A. H. (1993 A. D. ) and the Regulation for Organising the Affairs of Teaching Staff (ROATS) 1418 A. H. (1997 A. D. ) in Saudi Arabia arose as major upheavals in the organisation of Higher Education and Universities. Similar developments have occurred in England in response to the Education Reform Act (1988) and the Further and Higher Education Act (1992). All these developments in both countries have deeply effected the legal position of the university as well as the affairs of the academic staff and other university members. This research seeks to show the laws that now apply to universities in both countries and to provide for all academic and administrative members of the university. In addition, the scope of this thesis is to compare the laws of universities and to show the advantages and disadvantages of such laws in relation to both legal and administrative affairs at these universities. Particular emphasis is placed on the organisation of the academic staff and on how the disciplinary procedures in both countries focus on natural justice.

The research is concerned with examining the process of internationalization within higher education and specifically within UK Business Schools. The fieldwork includes the first ever national survey of such institutions conducted in 1992 and was followed by detailed case studies of two institutions - one in the UK and the other in the Netherlands, both of which included staff and student interviews. The findings examined the existence of policies and strategies, as well as critical factors for success, reasons for failure, obstacles and probable future directions. The results show that internationalization within the UK is taking place in a variety of ways, with little or no consideration of the strategic management of the process and is driven both by the need to increase fees from overseas students and to attract external funding such as that available from the European Commission. The thesis goes on to provide a fractal process model of internationalization which can be equally used by individual academics, as well as departments, faculties, institutions, national systems of education or for transnational organizations. The model is located within a conceptual framework developed using the methodology of grounded theory. The thesis concludes with an examination of possible future trends within higher education before returning to first princples in the form of a re-examination of the reasons for internationalization

For a developing nation like Kenya, an effective higher education system is essential for its national development. Often intermediary bodies, such as the Commission for Higher Education in Kenya, are established and mandated to oversee higher education systems. As a “buffer” agency between the state and the universities, the Commission is strategically placed to ensure an effective and productive higher education system that serves the Kenyan society and advances the development of the nation. The purpose of this research is to investigate and describe the contribution of an intermediary body responsible for the coordination of the higher education system in a developing nation. The research describes the legal framework for the establishment of the Commission for Higher Education in Kenya and focuses on the three main functions of this intermediary agency: planning, program review and budget review. The research uses a historical case-study design that includes extensive documentation analysis coupled with interviews in order to understand the experience of the Commission for Higher Education in Kenya from its establishment in 1985 up to the present. The main objectives of the research are: a) To describe the legal framework for the establishment of the Commission for Higher Education for Kenya and analyze its mandate and terms of reference; b) To investigate and describe the experience of the Commission for Higher Education for Kenya with reference to the following primary functions of intermediary bodies: planning, budget review and program review. In addition to describing the legal framework that established the Commission and its work in planning, program review and budget review, the research provides recommendations for improved effectiveness as a buffer agency. Chief among these is the need for legislative change that would create an empowering legal framework. Specific recommendations for improvements in core function service areas (planning, program review and budget review) are also provided. The study is important because it addresses service improvement issues in a context where the development agenda demands effective and efficient leadership in the higher education sector.

This research project was an in-depth case study, an investigation of a small sample of white South African male academics from the University of Cape Town who were part of the USHEPiA (University Science, Humanities, and Engineering Partnerships in Africa) initiative. The project investigated these University of Cape Town academics experiences and perceptions of another African country and university, and considered the effect that this might have had on the academic's own life.

Interpersonal violence against women is a prevalent and often accepted part of North American life. Statistics from both Canada and the United States indicate that one-half of North American women have experienced at least one incident of sexual or physical violence that affects their physical, emotional, and/or mental health. Governments and institutions, including educational institutions, minimize the prevalence of violence and the often debilitating effects it can have on women, silencing the voices of women who have experienced violence, and obscuring the need for intervention and prevention. The primary objective of this study was to examine the connections between women's experiences with interpersonal violence and their educational experiences in graduate school. More generally, I hoped to add to the limited information about how violence affects learning. I interviewed 11 female graduate students who had experienced interpersonal violence about their experiences in graduate school. The research revealed that the participants connected their experiences with interpersonal violence to their graduate school experiences through the effects of unequal relations of power and of silencing on their self-confidence and self-determination. They also recognized graduate school as a place where they were sometimes able to recover a sense of voice and personal authority that they felt was "lost" in their violent interpersonal relationship(s). The study findings point to the need for university policy makers and administrators, faculty, and students to understand the effects that experiencing violence may have on women's learning. At the most basic level, policy makers and administrators must think about the gendered implications when creating policies and suggesting strategies for implementation. In addition, pedagogical policies and practices, including the graduate supervisory model, need to be examined from a gendered perspective for issues of power and the possible abuse(s) of power. Through recognizing the prevalence and effects of interpersonal violence against women and addressing how relations of power in graduate school programs may reflect those experiences and affect women's learning, institutions of higher education will increase opportunities for female students and others affected by violence, to be successful, and will strengthen the learning of all students.

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Doctor of Philosophy(PhD) / In 1997 Thailand faced an economic crisis, primarily due to a foreign exchange induced recession. At this time of economic crisis, Thailand approached the International Monetary Fund (IMF) for financial assistance. Assistance would be provided only if the Thai Government agreed to reduce public spending, downsize the civil service, change the regulations designed to restrict foreign investment and ownership, and privatise some public enterprises. These requirements had a great impact upon all aspects of Thai society. This study investigates the impact of the imposed changes upon one part of the higher education sector, that of the Rajabhat Institutes. The National Education Act introduced in 1999 was aimed at transforming all sectors of Thai education, provide all Thai people with increased opportunities for access to higher education, and transform Thailand into a learning society. In 2004 the Rajabhat University Act changed the former Rajabhat Institutes into Rajabhat Universities, providing them with greater autonomy, but with greater responsibility for their own futures. This study investigates how these Acts changed policies, processes and practices in the six Rajabhat Universities in Bangkok. The six case studies investigate how these universities have coped with and managed change to meet the challenges of the present and the future. The focus is on policies and practices which have occurred since 2004 and how the Rajabhat Universities planned to meet the challenges of higher educational reform in Thailand, from the viewpoint of the President and Vice Presidents of each university. Analyses reveal that the six Rajabhat Universities were influenced by globalisation, economic, political legal and technologies, which impacted upon their organisational culture and management style. Each of the universities can be considered as a Complex Adaptive System (CAS) in which change occurred in complex and unpredictable ways. The use of dissimilar leadership dimensions and the desire to differentiate their university from the others was found to be a recurring theme.

Thesis (M.A.)--Brigham Young University. Dept. of English, 2007. / Includes bibliographical references (p. 126-131).