International Journal of

ADVANCED AND APPLIED SCIENCES

EISSN: 2313-3724, Print ISSN: 2313-626X

Frequency: 12
line decor
  
line decor

 Volume 7, Issue 6 (June 2020), Pages: 110-115

----------------------------------------------

 Original Research Paper

 Title: The impact of higher education outcomes on labor market requirements under the vision of Saudi Arabia 2030

 Author(s): Ibrahim Rached Al Taweel *

 Affiliation(s):

 Department of Business Administration, College of Business administration at ALRASS, Qassim University, Buraydah, Saudi Arabia

  Full Text - PDF          XML

 * Corresponding Author. 

  Corresponding author's ORCID profile: https://orcid.org/0000-0001-8311-6436

 Digital Object Identifier: 

 https://doi.org/10.21833/ijaas.2020.06.014

 Abstract:

This study investigates the link between the qualities of the higher education outputs on the labor market requirements. From this perspective, we discussed the requirements of the labor market in line with the outputs of higher education in the universities of the Kingdom of Saudi Arabia. Indeed, vision (2030) emphasizes the harmony of education between educational institutions (colleges and deanships) with the various concerns of society and the labor market. The study performs the structural equation method to analysis the relationship between the independent variables quality of higher education outputs on the dependents variables labor market requirements explained by educational attainment and qualification, the quality of the programs offered, course development, opportunities to communicate and cooperate with the labor market, diversity of scientific disciplines, and training. An electronic questionnaire survey sent to 26 universities Saudi was performed, which we subsequently had 24 usable questionnaires. A descriptive analysis based on an exploratory and confirmatory data analysis indicates that there is an overall consensus that labor market requirements are an essential factor in accomplishing the quality of higher education outputs. The latter is explained by variables such as educational attainment, qualifications, the quality of the programs offered, the development of the training course, opportunities for communication and cooperation with the labor market, the diversity of scientific disciplines, and training. Especially, the quality of higher education outputs has associated with the quality of qualification, the appropriation of higher education outputs with labor market requirements, and improving the quality of higher education outcomes. 

 © 2020 The Authors. Published by IASE.

 This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).

 Keywords: Quality of higher education output, Labor market requirements, Educational attainment, Quality of the programs offered, Courses development, Training

 Article History: Received 21 December 2019, Received in revised form 17 March 2020, Accepted 20 March 2020

 Acknowledgment:

No Acknowledgment.

 Compliance with ethical standards

 Conflict of interest: The authors declare that they have no conflict of interest.

 Citation:

 Al Taweel IR (2020). The impact of higher education outcomes on labor market requirements under the vision of Saudi Arabia 2030. International Journal of Advanced and Applied Sciences, 7(6): 110-115

 Permanent Link to this page

 Figures

 No Figure

 Tables

 Table 1 Table 2 Table 3 Table 4 Table 5

----------------------------------------------

 References (17) 

  1. Alamri M (2011). Higher education in Saudi Arabia. Journal of Higher Education Theory and Practice, 11(4): 88-91.    [Google Scholar]
  2. Aldiab A, Chowdhury H, Kootsookos A, and Alam F (2017). Prospect of eLearning in higher education sectors of Saudi Arabia: A review. Energy Procedia, 110: 574-580. https://doi.org/10.1016/j.egypro.2017.03.187    [Google Scholar]
  3. Alsharari A (2019). Achieving the 2030 vision tatweer higher education policies in the Kingdom of Saudi Arabia: Challenges and accomplishments in the higher education information technology infrastructure. Ph.D. Dissertation, Clark Atlanta University, Atlanta, Georgia, USA.    [Google Scholar]
  4. Alshuwaikhat HM, Adenle YA, and Saghir B (2016). Sustainability assessment of higher education institutions in Saudi Arabia. Sustainability, 8(8): 750. https://doi.org/10.3390/su8080750    [Google Scholar]
  5. Al-Tabbaa O and Ankrah S (2016). Social capital to facilitate ‘engineered’ university–industry collaboration for technology transfer: A dynamic perspective. Technological Forecasting and Social Change, 104: 1-15. https://doi.org/10.1016/j.techfore.2015.11.027    [Google Scholar]
  6. Alyami RH (2014). Educational reform in the Kingdom of Saudi Arabia: Tatweer schools as a unit of development. Literacy Information and Computer Education Journal, 5(2): 1424-1433. https://doi.org/10.20533/licej.2040.2589.2014.0202    [Google Scholar]
  7. Bird BJ and Allen DN (1989). Faculty entrepreneurship in research university environments. The Journal of Higher Education, 60(5): 583-596. https://doi.org/10.1080/00221546.1989.11775064    [Google Scholar]
  8. Chaves CV, RAPInI MS, Suzigan W, Fernandes AC, Domingues E, and Martins Carvalho SS (2016). The contribution of universities and research institutes to Brazilian innovation system. Innovation and Development, 6(1): 31-50. https://doi.org/10.1080/2157930X.2015.1056401    [Google Scholar]
  9. de Matas M, De Beer T, Folestad S, Ketolainen J, Lindén H, Lopes JA, and Rantanen J (2016). Strategic framework for education and training in quality by design (QbD) and process analytical technology (PAT). European Journal of Pharmaceutical Sciences, 90: 2-7. https://doi.org/10.1016/j.ejps.2016.04.024    [Google Scholar] PMid:27112991
  10. Greitzer EM, Pertuze JA, Calder ES, and Lucas WA (2010). Best practices for industry-university collaboration. MIT Sloan Management Review, 51(4): 83-90.    [Google Scholar]
  11. Kember D (1997). A reconceptualisation of the research into university academics' conceptions of teaching. Learning and Instruction, 7(3): 255-275. https://doi.org/10.1016/S0959-4752(96)00028-X    [Google Scholar]
  12. Mumuni E, Kaliannan M, and O'Reilly P (2016). Approaches for scientific collaboration and interactions in complex research projects under disciplinary influence. The Journal of Developing Areas, 50(5): 383-391. https://doi.org/10.1353/jda.2016.0064    [Google Scholar]
  13. Parpala A and Lindblom-Ylänne S (2007). University teachers’ conceptions of good teaching in the units of high-quality education. Studies in Educational Evaluation, 33(3-4): 355-370. https://doi.org/10.1016/j.stueduc.2007.07.009    [Google Scholar]
  14. Pavan A (2016). Higher education in Saudi Arabia: Rooted in heritage and values, aspiring to progress. International Research in Higher Education, 1(1): 91-100. https://doi.org/10.5430/irhe.v1n1p91    [Google Scholar]
  15. Smith L and Abouammoh A (2013). Higher education in Saudi Arabia: Conclusions. In: Smith L and Abouammoh A (eds.), Higher education in Saudi Arabia: 181-190. Springer, Dordrecht, Netherlands. https://doi.org/10.1007/978-94-007-6321-0    [Google Scholar]
  16. Yang R, Liu X, Wang R, Zhu H, and Du Y (2016). Research on core competence training of command type graduates. In the International Conference on Man-Machine-Environment System Engineering, Springer, Xi'an, China: 61-71. https://doi.org/10.1007/978-981-10-2323-1_8    [Google Scholar]
  17. Yusuf N (2017). Changes required in Saudi universities curriculum to meet the demands of 2030 vision. International Journal of Economics and Finance, 9(9): 111-116. https://doi.org/10.5539/ijef.v9n9p111   [Google Scholar]