Higher Education in the Arab World: Government and Governance

Introduction
	Publications by the Arab Academy of Sciences
Contents
1 Review of the Roles of Governments and Universities and Their Interrelationships: An Urgent Need for Governance Reform in the Arab World
	1.1 Introduction
	1.2 Governments and Sovereignty
		1.2.1 What Are Governments?
		1.2.2 Diversity of Types of Government, Sovereignty, Nationality, Citizenship, Suffrage, and Voting System—The Quest for Democracy
		1.2.3 Democracy Is Vulnerable
		1.2.4 Local and City Government
		1.2.5 What Arab Governments Should Do in Theory and in Practice
		1.2.6 National Economies
		1.2.7 Trade and Commerce
	1.3 Universities
		1.3.1 What Are Universities in Theory and in Practice?
		1.3.2 Academics as Part of a Global Community
		1.3.3 What University-Governance Strategies Are There?
		1.3.4 High-Quality Leadership, Governance, and Management: Universities and Governments Need All Three
		1.3.5 Relationship Between Public-Sector Research Institutes and Universities
		1.3.6 Spreadsheets
	1.4 Corruption: Issues for Governments and Universities
	1.5 Sustainable Development Goals
	1.6 Role of Sovereign-Wealth Funds
	1.7 Conclusions
	References
2 Friend or Foe? Governors and Governance in Higher Education
	2.1 Introduction
	2.2 History of Governance
	2.3 Failures in University Governance
	2.4 Governance in a Crisis
	2.5 Evolution of University Governance
	2.6 What Are Governing Bodies For?
	2.7 Good Governance
	2.8 Government and Governance
	2.9 Conclusion
	References
3 Government and Governance in Arab Universities: Alignment or Conflict
	3.1 Introduction
	3.2 Models of Governance for the Management of Higher Education
		3.2.1 American Universities
		3.2.2 Australian Universities
		3.2.3 African Universities
		3.2.4 European Universities
	3.3 How Arab Universities Regulate Governance of Quality
	3.4 How Tough Is Quality Control
	3.5 Quality Still on Paper in Many Arab Universities
	3.6 Alignment of Governance to Quality
	3.7 From Autonomy to Subordination and Alienation
		3.7.1 Moving Forward
		3.7.2 Moving Downward
	3.8 From Decentralised to Centralised Higher Education: Case of Jordan
	3.9 Conclusion
	References
4 Governance and Decision-Making in Arab Universities
	4.1 Introduction
	4.2 Higher-Education Governance in the Arab World
	4.3 The Current Governance Practices in Arab Universities
	4.4 Role of the Association of Arab Universities in Setting Clear Guidelines for Good University Governance
	4.5 Conclusion
	References
5 Innovation as a Principle in University Governance: A Holistic Approach for Arab Universities
	5.1 Introduction
	5.2 Governance Models
	5.3 Typologies of Institutional Governance
	5.4 Academic Research and Development in the Arab World
	5.5 Transformation of Challenges into Opportunities
		5.5.1 A New Age for Renaissance: The Way Forward for the Arab World
	5.6 How Would Enabling Government Legislation and Good Academic Governance Contribute to a New Age of Renaissance for the Arab World?
	5.7 What Ought to be Targeted when Government Legislation and Academic Regulations and Governance are Tailored to Contribute to an Innovation-Supporting Ecosystem?
		5.7.1 Government Legislation
		5.7.2 Academic Governance (Regulations and Bylaws)
	5.8 Conclusion
	References
6 The Relationships Between Universities and Governments in the Arab World
	6.1 Introduction
	6.2 Governance Setup and Relationship Between Stakeholders
		6.2.1 Egypt
		6.2.2 Jordan
		6.2.3 Morocco
		6.2.4 United Arab Emirates (UAE)
	6.3 Strategic Function Relationships: Strategic Planning and Goals Setting
		6.3.1 Egypt
		6.3.2 Jordan
		6.3.3 Morocco
		6.3.4 United Arab Emirates
	6.4 Management Function: Decision-Making and Decision-Taking, Accountability, and Autonomy of Universities
		6.4.1 Egypt
		6.4.2 Jordan
		6.4.3 Morocco
		6.4.4 United Arab Emirates
	6.5 Operation Function: Institutional-Level Management
	6.6 Information Function: Data and Periodic Evaluation and Reporting
		6.6.1 Egypt
		6.6.2 Jordan
		6.6.3 Morocco
		6.6.4 United Arab Emirates
	6.7 New Trends on Universities Operation Management Using ICT and Artificial Intelligence
		6.7.1 Government-Led Projects
		6.7.2 Internationally Funded Projects
		6.7.3 University-Led Projects
	6.8 Discussion
	6.9 Conclusion
		6.9.1 Governments
		6.9.2 Universities
	References
7 The Implementation of Good Governance at Jordanian Universities: A Fiction or a Reality?
	7.1 Introduction
	7.2 Governance in Higher Education: An Overview
	7.3 Governance at Arab Universities
	7.4 Governance at Jordanian Universities
	7.5 Governance at the University of Petra
	7.6 Conclusion
	References
8 Reforming Higher-Education Governance: A Case Study of Jordan
	8.1 Prelude
	8.2 The Drivers of Reform
	8.3 Understanding Governance
	8.4 Governance Reform and New Public Management
	8.5 Autonomy as a Type of Governance Reform in Higher Education
	8.6 Autonomy and Academic Freedom
	8.7 Accountability
	8.8 Good Governance
	8.9 The Case of Jordan
	8.10 Jordan’s Higher Education Governance Structure
	8.11 Challenges of Higher Education in Jordan
	8.12 Recent Higher Education Reforms in Jordan
	8.13 Proposed Jordanian Higher Education Reforms
	8.14 Concluding Remarks
	Appendix A
	References
9 Government, Governance, and the University: The Case for Lebanon
	9.1 Introduction
		9.1.1 The City States of Phoenicia
		9.1.2 The Ottoman Empire
		9.1.3 The French Mandate
	9.2 Current Position of Government and Governance
		9.2.1 Basis of the Lebanese Legal System: French Roman Law
		9.2.2 Involvement in the Formation of the United Nations (UN)
		9.2.3 Present-Day Lebanon and the Sectarian Modus Operandi
		9.2.4 Allow Universities to Open Unregulated
		9.2.5 Failure to Separate Powers: Executive, Legislative, and Judiciary
		9.2.6 Failure to Create a Balanced Economy
		9.2.7 The Financial Crisis and the COVID Pandemic
		9.2.8 Constitutional Change?
	9.3 Rationale for Change
		9.3.1 Dealing with Corruption in Its Various Forms
		9.3.2 Encourage Inward Investments
		9.3.3 Rebalance the Economy—Production Needed
		9.3.4 Peaceful Co-existence
		9.3.5 Development of Intellectual Property Rights
	9.4 What Has to Change?
		9.4.1 Ethics and the Moral Basis of Human Rights
		9.4.2 Separation of Powers
		9.4.3 Enforcement of Laws
		9.4.4 The Right Way to Bring Back External Investors
		9.4.5 Break Cartels and Enact Antitrust Laws
		9.4.6 Set Standards (e.g. Quality Assurances)
		9.4.7 Transparency/Democracy
	9.5 Pivotal Role of Universities
		9.5.1 Peaceful Transition to Enter the Global Knowledge Economy
		9.5.2 Source of Advice and Knowledge
		9.5.3 Assist in Evidence-Based Policy Formation
		9.5.4 Provide Educated Cohorts of Graduates and Postgraduates
	9.6 Resistance to Change
		9.6.1 Priority of Targets to Tackle
	9.7 Use of Various International Bodies
	9.8 Local, City, or Regional Government
	9.9 Similarities and Dissimilarities with Other Arab Countries
	9.10 Special Section on Corruption
		9.10.1 Obstruction to Bring in External Advisors and Assessors and Auditors
		9.10.2 Challenge of Enacting Appropriate Laws
	9.11 Conclusion
	References
10 Review of Governance Policies and Practices in Lebanese Higher-Education Institutions
	10.1 Introduction
	10.2 Lebanese Higher-Education System
	10.3 Challenges to Good Governance
	10.4 The Development of an Effective High Authority
	10.5 Conclusion
	References
11 Higher Education in the Arab World: Governance and Management from the Perspective of Oman and Sohar University
	11.1 Introduction
	11.2 Background of Higher Education in Oman
	11.3 Background of Sohar University
	11.4 Sohar University Governance and Framework Charter
	11.5 Characteristics of SU Governance and Management
	11.6 SU Approach on Articulating Its Governance & Management
	11.7 Analysis and Findings
	11.8 Conclusion
	References
12 Stakeholder Involvement in Maghreb University Governance: Trends and Obstacles
	12.1 Introduction
	12.2 Historical Perspective
	12.3 Modern Higher Education: Organisation and Context
	12.4 Trends in Higher Education Reform
		12.4.1 Morocco
		12.4.2 Algeria
		12.4.3 Tunisia
	12.5 Stakeholder Participation
	12.6 Conclusions
	References
13 The Governance of Higher Education in Post-war Syria
	13.1 Introduction
	13.2 The Higher-Education Sector in Syria Pre-2011
	13.3 Major Reform Efforts in Higher Education Post-2000
	13.4 Reform Impact
	13.5 Weaknesses
	13.6 Impact of the Crisis on the Higher-Education Sector
	13.7 Governance of the Higher-Education Sector During the Crisis
	13.8 The Higher-Education Sector in Syria Post the Crisis
		13.8.1 Legal and Institutional Reforms
		13.8.2 Curricular Development
		13.8.3 Rebuilding Human Resources
		13.8.4 International Collaboration
		13.8.5 Research
		13.8.6 Transition to Employment
	13.9 Conclusion
	References
14 Higher-Education Governance: A Futuristic Outlook
	14.1 Introduction
	14.2 The Future
		14.2.1 Ultra-Rapid Changes
		14.2.2 Science Breakthroughs
		14.2.3 Artificial Intelligence
		14.2.4 Lifestyle
		14.2.5 World Economy
		14.2.6 Refugees and Immigrants
		14.2.7 Water-Availability Crisis
		14.2.8 Renewable Energy
		14.2.9 Food-Production Dilemma
	14.3 Future Higher Education
		14.3.1 Students
		14.3.2 Curricula
		14.3.3 Interdisciplinarity
		14.3.4 Flexible Programmes
		14.3.5 Blended Learning
		14.3.6 Partnership
		14.3.7 Target Orientation
		14.3.8 Talent Discovery
		14.3.9 Critical Thinking
		14.3.10 Constructive Entertainment
		14.3.11 Making Things
		14.3.12 Entrepreneurship
	14.4 Major Partners
		14.4.1 Academia
		14.4.2 Students
		14.4.3 Industry
		14.4.4 Government and Finance
		14.4.5 Administration
	14.5 Governance
		14.5.1 General
		14.5.2 Transparency
		14.5.3 Democracy
		14.5.4 Dialogue
		14.5.5 Empowerment
	14.6 Internationalisation
		14.6.1 General
		14.6.2 Student and Staff Mobility
		14.6.3 Joint Research Projects
		14.6.4 Joint Courses and Certificates
	14.7 Conclusions
	References