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"Michigan State I University This is to certify that the 1 3 dissertation entitled GUIDELINES FOR ESTABLISHING AN OPEN UNIVERSITY IN THE ARAB GULF STATES presented by Abdullah M. Al—Humaidy has been accepted towards fulfillment of the requirements for Ph.D. degfieh,Educational Administration Higher Education '\ {/94 Major professor Date 8/5/86 ”(III-nu A“: a' A - r- 'A 0-12771 GUIDELINES FOR ESTABLISHING AN OPEN UNIVERSITY IN THE ARAB GULF STATES By Abdullah Mohammad Al-Humaidy A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Departnent of Educational Administration 1986 | I r 39%: .J (9‘ 3: 9'; {ff It Copyright by ABDULLAH MOHAMMAD AL-HUMAIDY 1986 ABSTRACT GUIDIiINES FOR ESTABLISHING AN OPEN UNIVERSITY IN THE ARAB GULF STATES By Abdullah Mohammad Al—Hunaidy This study was undertaken to assemble guidelines for estab- lishing an open university in the Arab Gulf. Specifically. the purpose was to explore the perceptions of University Council members of univer- sities in five Arab Gulf States (Bahrain. Kuwait. Qatar, Saudi Arabia, and the United Arab Emirates) regarding a suitable model for the Arab Gulf Open University (AGCU), as well as the need for and feasibility of establishing such a university. The research instrument was a questionnaire developed by the researcher and distributed to the entire target population (N = 251). A total of 179 completed questionnaires (7l.3%) was returned. Several descriptive statistical techniques were used to analyze the data. including frequencies. percentages. ranges, means. and standard devia- tions. Chi-square tests were used to determine if significant differ- ences existed between respondents across the states and between Saudi and non-Saudi council members regarding the need for the AGOJ. It appeared from the study findings that the need for estab- lishing an open university in the Arab Gulf States is similar to the —+4 Abdullah Mohanmad Al-Hunaidy need for any other traditional university. It is feasible for this university to be established and start its activities within six yeans The AGOU can expect to receive assistance and cooperation from other Arab Gulf universities. The strategic goals of the AGOU include offering education and training. general cultivation. and bachelor's degree programs. with greatest priority for educational and training purposes. The mission of the AGOU should be to extend traditional universities' institutional missions and not to be in competition with them. Curricula and courses should be prepared by professional teams. based on Islamic principles and Arabic culture. Several teaching methods should be used. including media and technology. correspondence materials. tutors. residential schools. and practical training in the field of work. It is essential that the AGOU pay strict attention to academic standards in its cur- ricula and evaluation. ‘The AGOU should be autonomous. financed mainly by government funds. student tuition. and material sales. Finally. it was recommended that the Arab Gulf States appoint a planning committee to begin planning for establishing an open university. '.' J“. o 44' 0 J.» , o \_ .1“. o agar‘fifigfligfl§g;§:¥255§vldewgmfigac:umgifig¢u4 ’fl‘ .3' 'h‘é‘. V 7 ‘ P23: 3}. (y m r1: ‘3 2 {I g. 3“. / E.::‘)% ’23 /‘ ”([35 # mvvvwv “wwwvwm « ..I/ “new... Em“. . We"? “o \ ' 2-Po-eew 33%; teed,» wv air“: IN THE NAME OF ALLAH, THE MOST MERCIFUL AND THE MOST BENEFICENT This work is dedicated to: --The memory of my beloved father. Mohammad Abdullah Al-Humaidy (may Allah rest his soul in peace under His mercyh. who provided me with his support and prayers and passed away before I fulfilled his wishes. --My mother. Hoson. for her sacrifices. prayers. and patience. --My wife. Sarah. for her support and encouragement. --My sons. Nasi r. Mohammad. Abdullateef. and Ahmed. and my daughter. Runah. for their understanding and patience. --My brother. Abdul-Rahman. and his children for their assistance and support. --The generous people in Saudi Arabia and the Arab World. --My great Islamic nation. with prayers to fulfill its duty for peace and justice defined by God: "Ye are the best of nations. evolved for mankind. enjoining what is right. forbidding what is wrong. and believing in God. If only the people of the book had faith. it were best for them" (8111. llO). Hr ‘ ACKNGV LENMENTS Praise and thanks be to Allah. the only God. the first and the last; Lord. Creator. and Sustainer of all the world. who taught humankind everything theyknew not. And peace be upon His servant. prophet. and messenger. Mohammed. and all other prophets and messengers of God. This study owes its completion to the support and assistance provided by several generous people. I am indebted to Dr. Max R. Raines. my advisor and committee chairman. for his valuable time. assistance. and encouragement. His concern. understanding. and kind consideration have been an incentive for completing this study. Sincere appreciation and gratitude are extended to the other members of my committee: Drs. Eldon Nonnamaker. Kenneth Neff. and Lawrence Lezotte. for their contributions. advice. and supportive guidance I also wish to express my sincere appreciation and gratitude to Dr. Mohammad Al-Rasheed. Director General of the Arab Bureau of Education for the Gulf States. and to this Arab Educational Bureau for their support. assistance. and encouragement. I also acknowledge the help and generosity of Dr. Ahmed Al-Kateeb during my visit to Jordan concerning this study. I appreciate the assistance and cooperation that all of the universities of Saudi Arabia and the universities of Qatar. Emirates. Bahrain. and Kuwait provided in facilitating my data-collection mis- sion. In addition. the participation of the University Council members in the five Arab Gulf States who spent their valuable time completing the questionnaire is deeply appreciated. Their opinions and sugges- tions formed the backbone of the study. Special thanks and appreciation are extended to Dr. Bakor A. Bakor. Director of the University of Petroleum; Dr. Abdul Rahman Al- Ibrahem. General Secretary of<1atar University; and Mr. Shabib Al- Marzoq. General Secretary of the United Arab Emirates. for their assistance. The assistance provided by Dr. Kider Al-Shaibani and the Saudi Educational Bureau in London and by Mr. John Dodd from the British Open University is also acknowledged. My thanks and gratitude are also extended to Umm Al-Qura University. which granted me a scholarship throughout my doctoral studies in the United States. and to its Director. Dr. Rashed Al-Rajeh. for his assistance. TNBLE OF CONTENTS LIST OF TELES O 0 O 0 O O O O O O O O O O O O O O O 0 Chapter I. INmowCTION O O O O O O O O O 0 O O O O O O 0 Background of the Study Statement of the Problem Purpose of the Study . . Importance of the Study Limitations and Generalizab Research Questions . . . . . Procedures . . . . . . . . . . Definitions and Abbreviations . Organization of the Dissertation 0.5.000. lity of the Su oooogoooe Coooqoooo II. REVIEW OF RELATED LITERATURE . . . . . . . . . Introduction . . . . . . . . . Distance-Teaching Universities Students . . . . . . . . . . Teaching Methods and Courses Programs and Study System . Adninistration . . . . . . . Cost . . . . . . . . . . . . . . I Influences of DTUs on Higher Education . Previous Studies on Establishing Open Unive in the Arabian Countries . . . . . . . . . The Arab Gulf States . . . . . . . . . . . . The Land and Its People . . . . . . . . . Cooperation and Integration ... . .. . Development and Higher Education Problems ChapterSunmary PS III. RESEARCH DESIGN AND PROCEDJRE . . . . . . . . IntrOdUCtIOn 0 l O O O O O O O O O O O O 0 0 Population . . . . . . . . . . . . . . . . . "y ...-0.3.0.0.... t O O 0 O O O .h. C O O O O O O O O . O O O m 0 O O O O C O O Page vii —l ...a...a Noooooqxloa- 13 13 13 16 17 21 25 27 30 34 42 49 51 66 69 69 69 Research Questions . . . . . . . Instrumentation . . . . . . . . Questionnaire Development . . Translation of the Instrument The Final Instrument . . . . . Data Collection . . . . . . . . . The Universities in Saudi Arabia . The Girls' Colleges in Saudi Arabia Non-Saudi Arab Gulf Universities . . Data-Analysis Procedures . . . . . . . O O O O O O I O O 0 O O O O O O 0 O O O O O O 0 O O O O O O O O O O O O O O C O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O 0 0 O O O O O O O O 2‘. IV. FRESENTATICN AND ANALYSIS OF DATA . . . . . . . . . . . 82 DenographicData................... 82 Analysis of Data for the Research Questions . . . . . 86 The Suggested Model for the AGOU . . . . . . . . 86 Assessment of the Need for Establishing the AGOU . . 122 Assessment of the Feasibility of Establishing theAGCU 132 Assistance and Cooperation Expected From Other Arab Gulf Universities . . . . . . . . . . . . . . 136 Support for and Opposition to Establishing the Arab Gulf Open University . . . . . . . . . . . . . . . . 140 Smmmy .. ... ... ... ... ... ... ... BO V. SUMMARY. DISOJSSION. COTCLUSIO‘JS. AND RECOMMENDATICNS . 151 Smmmy .. ... .. ... ... ... ... ... . 151 Purpose . . . . . . . . . . . . . . . . . . . . . . 151 Procedures . . . . . . . . . . . . . . . . . . . . . 152 F1nd1n950000 000000000000 00000. 153 Discussion .. . .. . .. . .. .. .. .. .. .. . 164 Obnclusions . . . . . . . . . . . . . . . . . . . . . 170 Recommendations . . . . . . . . . . . . . . . . . . . l73 Implenentation................... 174 APPENDICES O O O O O O O O O O O O O O O O O O O O O O O O O O O 177 A. ElGLISH AND ARABIC VERSIGTS OF THE COIER LETTER MD WE QUESTIONNAIRE O O O O O O O O O O O O O O O O O 178 B. OFFICIN- LETTERS 0 O O O C O O O O C O O I O O O O O O O 227 C. PROFORMA FOR PLANNING A PARTIOJLAR PRCGRAM OF STUDY WHEN PLANNIMS A NEW DISTANCE TEAGiIMS UNIVERSITY . . . . 233 D. ARABIC LEAFLET ABOJT THE OPEN UNIVERSITY SYSTEM . . . . 238 BBLImRAmYoooooooooooooooooooooooooo 21*“ vi 10. 11. 12. 13. 14. 15. LIST OF TABLES Page Distance-Teaching Universities--Growth in the 19705 and Ear1y 19ms O O O O O O O O O O O O O O O O O O O 0 3 UseofMediaintheDTUs................ 18 Area and Population of the Seven Arab Gulf States. 1970-2000 0 O O O O O O O 0 O O O O O O 0 O O O O O O 0 44 Age Distribution According to Educational Level in the Arab Gulf States. 1970-2000 . . . . . . . . . . . . . . 47 Some Aspects of the Arab Gulf Countries' Cooperative organizations I O O O O 0 O O O O O O O O 0 O O O O O O 50 Status of Higher Education in the Arab Gulf States. 19“ O O O 0 O O O O O O O O O O 0 O O O O 0 O O O O 0 53 Number of Individuals in Target Population and Number and Percentage of Responses. by State and University . 72 Distribution of Respondents by State and University . . . 83 Distribution of Respondents by Occupation. Degree. M33 or: COUHtT'y Of Graduation, and 56X 0 o o o o o o o o 85 Strategic Goals of the Suggested Arab Gulf Open univer51ty O O O O O I O O O O O 0 O 0 O O O O 0 O O O 88 Objectives of the Suggested Arab Gulf Open University . . 91 Policies of the Suggested Arab Gulf Open University . . . 94 Admission Policies of the Suggested Arab Gulf Open Univer51ty O O O O O O O O O O O O O O O 0 O O O O O 0 97 Some Principles for Preparing Curricula and Courses for the Arab Gulf Open University . . . . . . . . . . . 100 Study System for a Degree From the AGOU . . . . . . . . . 103 vii 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 27. 28. 29. Teaching Methods for the Suggested Arab Gulf Open U111 verST ty 0 O 0 O O O O O O O O O O O O O O O O O O 0 Student Evaluation in the Suggested Arab Gulf Open UnTVerSTty O O O O 0 O 0 O O O O O O O O O O O O O 0 0 Organizational Structure and Adninistration of the Arab Gulf Open University . . . . . . . . . . . . . . . . . Suggested Colleges and Educational Sections for the Arab Gulf Open University . . . . . . . . . . . . . . Financial Resources of the Suggested Arab Gulf Open UHT ver51ty O O O O O O O O O O O O O O O C O O O O O 0 Mean Ratings of Importance of Programs Leading to an Academic (Bachelor's) Degree. by Group Expected to Benefit 0 O O O O O O O O O O O O O O 0 I O O O O O 0 Mean Ratings of Importance of Updating and Training Programs. by Group Expected to Benefit . . . . . . . . Mean Ratings of Importance of Associated and Cultivated Programs for Nondegree Purposes. by Group Expected to Benefit 0 O O O O O O O I O O O O O O O O O O O 0 I Mean Ratings of Importance of Social and Nonfonnal Education Programs. by Group Expected to Benefit . . . Benefit of the Four Major Programs Suggested for the AGOU. Rank Ordered by Overall Means . . . . . . . . . Respondents' Perceptions of the Need for Establishing the Arab Gulf Open University . . . . . . . . . . . . Results of Chi-Square Analysis of the Relationship Between Level of Need for the Establishment of an Open University and Respondents' State . . . . . . . . Results of Chi-Square Analysis of the Relationship Level of Need for the Establishment of an Open University and Respondents' State (Saudi Arabia/ Other States) . . . . . . . . . . . . . . . . . . . . The Expected Degree of Difficulty of Problems That May Hanper the Feasibility of Each Essential Element Needed for Establishing the Arab Gulf Open University viii Page 106 108 111 116 118 123 124 124 125 126 128 131 132 134 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. Page Assessment of the Possibility of Developing Solution(s) to the Problems Hampering Each Essential Element Needed for Establishing the Arab Gulf Open University . 136 Expected Assistance to the AGOU . . . . . . . . . . . . . 137 Reasons Other Universities Might Not Offer Assistance to the Arab Gulf Open University . . . . . . . . . . . . 138 Assistance the PGQJ Might Expect From Each of the Other Arab Gulf Universities . . . . . . . . . . . . . . . . . 139 Number and Percentage of Respondents Supporting and Opposing Establishment of the AGCU . . . . . . . . . . . 141 Educational Reasons for Supporting and Opposing the Establishment of the Suggested Arab Gulf Open univerST ty 0 O O O 0 O O O O O O O O O O O O O O O O O O 143 Social Reasons for Supporting and Opposing the Establish- ment of the Suggested Arab Gulf Open University . . . . 145 Religious and Scientific Reasons for Supporting and Opposing the Establishment of the Suggested Arab Gulf Open University . . . . . . . . . . . . . . . . . . 146 Economic and Development Reasons for Supporting and Opposing the Establishment of the Suggested Arab GUTf open univerST ty 0 O O O O 0 O I O C O O O O O O O 0 148 Statistical and Technical Reasons for Supporting and Opposing the Establishment of the Suggested Arab Gulf Open University . . . . . . . . . . . . . . . . . . 149 Teachers in the General Education Schools (Under the Higher Education Level) in the Seven Arab Gulf States According to Educational Level and Teacher Training: 1981/1982 . . . . . . . . . . . . . . . . . . . . . . . 167 CHAPTER I INTRODUCTION Man is the target of any social or economic development plans. At the same time. man is the agent of development. To him. it has been dedicated. and by him it can be achieved. The major means available to man to accomplish desired achievements and developments are through education and training. Basically.education and training are gained through two meth- ods: personal contact between teacher and learner (this method is considered efficient but costly) and self-education.whereby the learner educates him/herself independently through observation. read: ing. and/or similar_methods. Self-education is considered less CQBEAV and less efficient than the first method. except in some cases involv- ing scientists. scholars. and researchers. In the twentieth century. science and teghnplggy fofit new means of access as a thirdmode of exchange of k09",199.99.-§."9R2393“? ences. ‘In‘ terms. .9f effieiency and. cost. mime! .metheikméwaem 99.Q§.1.9: ered a connecting point between the two traditional methods of“ education and training The_new_methpqu§§§rmedia and GQWMHDIEQPIQQ technology for_educational and training purposes. Saudi Arabia and other Arab Gulf States have experienced sev- eral educational and manpower problems. particularly in the adult continuing and higher education sectors. Some of theSe problems include increased demand for higher education; a remarkable shortage of specially educated and trained people; illiteracy; rural development. Intisab (external study). in-service training and updating; and educa- tion of women. Such problems require more funds and a good“ deal of time for solution if the traditional method of education is relied upon. alone:51 . I I} In seeking solutions in other countries that have experienced similar problems. the literature on distance-teaching universities (DTUs or formerly open universities)isshelpfu1. Distance-teaching universities are relatively new in higher education. IMedia and commu- nicgtign technologies offer an important opportunity for the growth of bothmdfleverlopedsand developing countries. This model of universities represents an attempt to fill the gap between conventional universities by combining face-to-face teaching on campus with external or corre— spondence studies off campus by offering media. FHI9E$’.SSSIQOTQHIR’ and short face-tofface periods of study.. The United Kingdom Open University (or British Open University) is considered a primary example. of distance-teaching universities_in different parts of the world. among both developed and developing countries. Table 1 provides a_1ist of distance-teaching universities. the countries in which they are located. and their dates of incorporation. Table l.--Distance—teaching universities--growth in the 19705 and early 19805. Date of Country Name of University Incorporation United Kingdom Open University (UKOU) 1969 Spain Universidad Nacional de Educacion 1972 a Distancia (UNED Spain) Iran Free University of Iran (FUI) 1973 West Germany Fern Universitat (FeU) 1974 Israel Everyman's University (EU) 1974 Pakistan Allama Igbal Open University (AIOU) 1974 Canada Athabasca University (AU) as 1975 reconstituted) Venezuela Universidad Nacional Abierta (UNA) 1977 Costa Rica Universidad Estatal a Distancia 1977 (UNED Costa Rica) Thailand Sukhothai Thammathirat Open Univ. 1978 China Central Broadcasting and Television 1978 University and 28 Local Television Universities (CCTU) Sri Lanka Open University of Sri Lanka (OUSL) 1981 Netherlands Open Universiteit (OU Netherlands) 1981 Japan Hoso Daigaku ("University of the Air") 1981 India Andhra Pradesh Open University 1982 Nigeria National Open University 1983 India West Bengal Open University projected Poland projected Source: John Dodd and Greville Rumble, ”Planning New Distance Teaching Universities,” Higher Education, no. 3 (June 198A). Keegan and Rumble (1982). in evaluating and appraising distance—teaching universities. observed: As we have indicated. we believe that the DTUs have a permanent place as future providers of university-level education. We do not believe that they are universal panaceas for the problems of higher education. although we think that they can be successful. A prod- uct of adult demand for access to university-level education. they are well suited to their purpose. providing adults with materials of excellent standard which can be studied flexibly and. if neces- sary. independently at the higher education level. Most of them have gone even further. Given the potential of their teaching systems. they have embraced the concept of community service to provide materials at various educational levels. In so doing. they are recognizing not just the potential of their systems as vehicles for educational provision. but the diverse needs of their adult clienteles.(p.247) Background of the Study The idea of this study was conceived three years ago. In summer 1983. the researcher participated in a comparative overseas course in England offered by Michigan State University. As a student in higher education. his concern emphasized the open university and the United Kingdom's experience with such an institution. When the researcher returned to Saudi Arabia. he gathered information regarding the experience of external-study or Intisab system in some Saudi uni- versities. The findings of his research were presented in a compara— tive analysis of the British Open University and the Saudi Intisab system. He concluded the study with suggestions for improving the Intisab system in Saudi Arabia as a short-term solution. For a long- term solution. establishing an open university in Saudi Arabia may be useful. Before such a university can be established. however. answers to crucial questions posed by the researcher with regard to the need for an open university. its purposes. and a suitable model must be answered. He concluded by stating. "All such questions need a compre- hensive study to draw a clear picture for the Open University in order to achieve a rational decision. I hope this will be the subject of my dissertation" (Al-Humaidy. 1973. p. 78). The researcher continued studying and gathering information about the DTU. In summer 1984 he traveled to London again and visited Milton Keynes. the location of the British Open University's (BOU's) headquarters. By arrangement of the Saudi Educational Mission in London. he met with John Dodd. a senior assistant secretary of the International Office of the Open University. and received pertinent materials and publications regarding the BOU. Consequently. the researcher developed his first proposal about studying the idea of establishing an open university in Saudi Arabia. However. on March 6. 1985. MW published an article stating that the Ministers of Education of the Arab Gulf States (Bahrain. Iraq. Kuwait. Oman. Qatar. Saudi Arabia. and the United Arab Emirates) would hold their regular conference in Doha. Qatar. On their agenda was discussion of the idea of establishing an open university in the Arab Gulf States. The researcher immediately telephoned Dr. Mohammad Ahmed Al-Rasheed. General Director of the Arab Bureau of Education for the Gulf States in Riyadh. and discussed with him the issue of the open university. Dr. Al-Rasheed informed him about the need for such a study at the Arab Gulf States level but said such a study would have to wait until the conference concluded. He later informed the researcher that the Ministers of Education attending the conference observed there was a need for a comprehensive study of the suggested open university in their states. Al-Rasheed encouraged the researcher to extend his study to include the Arab Gulf States and assured him the study would be very significant. useful. and necessary. Accordingly. the researcher decided to extend his proposed study of the open university to include other Arab Gulf States as well as Saudi Arabia. W The Eighth Conference of the Ministers of Information in the Arab Gulf States was held in Abu Dhabi. United Arab Emirates. April 16- 20. 1983. One of the items on their agenda was the Saudi Arabian Ministry of Information's suggestion that an open university be estab- lished in the Arab Gulf States. In Article 15 the Conference accepted the suggestion and described the project of establishing an open uni- versity in the Arab Gulf countries as a vital endeavor. The Ministers of Information decided to: approve the project [of the AGOU] and request the Saudi Minister of Information to discuss the project with the Ministers of Education in the Arab Gulf States. and following up its process by coordinate ing with the Arab Bureau of Education for the Gulf States. (Eighth Conference. Article 15. April 1983) Almost two years later. March 23-27. 1985. the Eighth Confer- ence of the Ministers of Education in the Arab Gulf States was held in Doha. Qatar; 'The open university project was also on the agenda of this conference. According to Dr. Mohammad Ahmed Al-Rasheed. The Conference initially agreed with a study for the establishment of an Open University for the Arab Gulf States. Such a study is needed to develop a comprehensive picture for the Open University and the role of the other universities in the Gulf countries con- cerning this project. (Wager. March 28. 1985) This statement indicated that the problem facing the Ministers of Education in the Arab Gulf States is the lack of necessary information to explore the project of the suggested open university clearly and comprehensively. Specifically. they wanted information on its neces- sity and feasibility. as well as a suitable model based on the percep- tions of academic leaders in other universities outside of Saudi Arabia. W The purpose of this study was threefold: (l) to explore the perceptions of University Council members of universities in five of the seven Arab Gulf States (Bahrain. Kuwait. Qatar. Saudi Arabia. and the United Arab Emirates) regarding a suitable model for the suggested Arabic Gulf Open University (AGOU); (2) to explore their perceptions regarding the need for and the feasibility of establishing the sug- gested AGOU; and (3) to make recommendations to the Arab Bureau of Education for the Gulf States. and the Ministries of Education of those states. based on the study findings. W This study is important for several reasons. First. no study of its kind has been conducted. This was confirmed by a thorough search of the literature and of University Microfilms International. and by contacting the Arab Bureau of Education for the Gulf States. Second. individuals in charge of educational leadership at the highest level in the Arab Gulf countries concerned have expressed the need for such a study. Third. the perceptions of University Council members of universities in the Arab Gulf States are very important. helpful. and necessary for decision makers because the suggested open university will extend the mission of other universities while at the same time depending partly on their cooperation. Limitatjgns and GeneraJIzaijjty of the Study 1. One of the chief limitations of the study is the fact that the research was delimited to members of the University Councils of universities existing in five Arab Gulf States (Bahrain. Kuwait. Qatar. Saudi Arabia. and the United Arab Emirates) during the academic year 1985-1986. Therefore. generalizing the findings to other institutions or to other groups of people within those universities (faculty. stu— dents. and staff) is not appropriate. 2. Another limitation is that the research population was not the only appropriate one for such a study. An additional and important population is the various groups of students who would benefit from the open university. However. this population is difficult to define. contact. and investigate. 3. The instrument used in measuring the attitudes and percep— ‘tions of the study participants did not cover all possible areas of interest. Hence it is possible that significant perceptions exist in other areas than those covered in this investigatiom ese 5 05 To achieve the purposes of this study. answers were sought for the following questions: Research Question I: How do the University Council members in the five defined Arab Gulf States perceive each aspect of the suggested model of the open university? These aspects are (a) Strategy and Objectives. (b) Policies. (c) Admission. (d) Curricula and Courses. (e) Study System for Degree. (f) Teaching Methods. (9) Student Evaluation. (h) Organization. and (i) Finance. Besegrgb Question 2: To what extent do the University Council members assess the need to establish the suggested open university? Besegrch Qgestign 3: How do the University Council members view the feasibility of establishing an open university? Research Question,4: What kind(s) of assistance. if any. do the University Council members in each university expect their univer— sity to offer to the suggested open university? P oce r 5 After reviewing the literature. the writer developed the research questionnaire. He administered the questionnaire to the entire target population. which comprised all members of University Councils within the 12 universities or university colleges in five Arab Gulf States:' Bahrain. Qatar. Kuwait. Saudi Arabia. and the United Arab Emirates. Usable responses were received from 179 individuals (71.32% of the total population). The researcher personally collected the questionnaires by visiting each university. Descriptive statistical techniques used to analyze the data included frequencies. percentages. ranges. means. and standard deviations. Chi—square tests were used to determine whether differences existed in the perceptions of the need 10 for establishing the AGOU among respondents from the various States and between Saudi respondents and those from the other Arab Gulf States. De 1 io s Abb 1 o s The following terms are defined in the context in which they are used in this dissertation. Arab Bureau at Egugatioh fer the Gulf States (ABEGSL Refers to the educational bureau founded by the seven Arab Gulf States in Riyadh. Saudi Arabia. to coordinate and integrate their efforts and cooperation in educational and cultivational affairs. Arab Gulf States (AGS). Refers to seven Arab states: Bahrain. Iraq. Kuwait. Oman. Qatar. Saudi Arabia. and the United Arab Emirates. Arab Gulf Open Universitv (AGQUL Refers to the suggested open university for the Arab Gulf States. C 1 io . In the suggested model for the AGOU. the term 'bultivation" refers to refinement or social polish. improvement and development through general study and effort. and culture and good character and behavior. Dis ce c . The institutional role of providing educa- tion at a distance. which denotes separation between the teacher and the learner. such as off-campus and correspondence courses. home study. independent study. external study. Intisab. open university. and so on (Rumble & Harry. 1982L Distance teaching university (DTUL A university that is wholly or almost entirely dedicated to distance teaching (Rumble & Harry. 1982). 11 mm. In the suggested model of the AGOU. the term "education" refers to the act or process of imparting knowledge and skills by systematic instruction of a specified kind or level. including training. 00 er 0 c ( C . A council that includes six of the seven Arab Gulf States (Bahrain. Kuwait. Oman. Qatar. Saudi Arabia. and the United Arab Emirates). Intisab. An Arabic word used to refer to a particular type of higher education program provided by some Arab universities. In the Intisab program. students study independently at home and sit for examinations on campus. Admission to such programs is limited to certain colleges. and enrollees must possess a high school diploma. It should be noted that English publications use the term "External" when referring to the Intisab system. Also. some writers have used the terms "off-campus" or "correspondence study" to refer to Intisab. e e s . A model of a distance-teaching university. using mass-communications media. correspondence. printed material. tutors. assignments. short face-to-face classes. and on-campus examinations as the methods of teaching. The British Open University (aw) is typical of such universities. Subjecte 9f the study. Members of the University Councils of the five Arab Gulf States (Bahrain. Kuwait. Qatar. Saudi Arabia. and the United Arab Emirates) included in this investigation. Uhiyenejty Cguhgjl (US), The council that is responsible for administration and academic affairs in each university in each of the 12 Arab Gulf States. The University Council usually includes the univer- sity president. his assistants. all deans. some faculty members. and other members. Uhiyersity Qouhcjl membeh (UQML Any person has the right to attend and vote in any University Council in any of the five defined Arab States. Or i To 0 e Disse i This dissertation is organized into five chapters. Chapter I contained an introduction to the study. including the background of the research; a statement of the problem and purpose of the investigation; the importance. limitations. and generalizability of the study; the research questions; and definitions of key terms. Chapter II is a review of related literature from two main dimensions: (1) a discus- sion of distance-teaching universities in general and the open univer— sity in particular and (2) an examination of background information on the Arab Gulf States for which the suggested open university is intended. An explanation of the research design and procedures. including the population. research instrument. and data-collection and data-analysis techniques. is presented in Chapter III. Chapter IV is devoted to the data analysis. interpretation of results. and discus— sion. Finally. a summary of the findings. conclusions. and recommenda— tions are presented in Chapter V. CHAPTER II REVIEW OF RELATED LITERATURE mm This chapter presents the basic foundation of the study. Its purpose is to provide a frame of reference from two main dimensions. The-“first dimension is a discussion of distance-teaching universities (DTUs) in general and the open university in particular. based on the experience of other countries that are using such systems. The objective of this discussion is to‘examine the characteristics and assessments of DTUs. Included are the findings of previous studies concerned with establishing open universities in Arab countries. The second dimension of the literature review is an attempt to shed light on the Arab Gulf States for which the suggested open university is intended. Included is a discussion of the land and people. cooperation and integration. and developmental and higher educational problems. MW Rurnflile and Harry (1982) used the term "distance-teaching universities" (DTUs) to refer to the new model of universities established in the 19705 and the early 1980s. beginning with the United Kingdom's Open University in 1971. Gradually. open universities increased in number and spread throughout different parts of the world. 1’4 into western and eastern countries. both devel 0,1998?“ developing. By _ ”hm-IA“ 1983‘ there were; 16 ‘DTUs. with two more“ projected for India and Poland (see TRADITI’. p. 3). A Amadou-Mahta M'Bow. the Director-General of UNESCO. described the circumstances leading to the development of DTUs: The traditional university. seen as a microcosm. a place where intellectual resources are concentrated and an instrument for the dissemination of knowledge. has thus gradually come to redefine its function. the public it serves. its programmes and. consequently. its organisation and its methods. . . . Educators on the lookout for alternative models which could reduce the physical. social and psychological distance that separates knowledge and the learner have. in particular. turned their attention to the possibility of using the communication media to extend education in both space and time and to diversify its objectives. content and form. The success of the Open University concept has convinced many countries throughout the world that distance-teaching systems. based on the use of new technologies. can make an effective contribution to the quantitative and qualitative improvement of higher education in the larger context of life-long education. (in Kaye & Rumble. 1981. p. 6) UNESCO also recommended that the international community take advantage of the open university experience: Since 1972. UNESCO has been making efforts to draw the attention of the international community to ventures such as the United Kingdom's Open University which have explored these new avenues. With this in mind. it has. for instance. published a book entitled Open Learning. analyzing post-secondary distance teaching systems. promoted seminars and expert meetings and given constant support to efforts in the direction of technical co-operation between Member States. (in Kaye 8. Rumble. 1981. p. 6) It is essential to point out that the aim of DTUs is not to compete with conventional universities. but to extend their missionflto teach a new target population. . The general purposes of DTUs‘ ”PR“? lined in the Report of the Conference of Executive Heads of Distance Learning Institutions (Open University. 1978) as follows: Distance learning can: a. provide for educating or training very large numbers of people much more rapidly than traditional methods alone; b. be highly cost-effective in comparison with traditional methods; c. avoid the need for large-population campuses; (L help rural development and thereby reduce the flow of people ', from rural or urban areas; . e. improve the accessibility of higher education by making it available to a wider range of the population. (p. 8) Different countries have established DTUs for a number of. reasons. IQNTEEEIUQII unique needs. For instance. in Pakistan. the shortage of public elementary school teachers and the need to train existing teachers was the main factor that led to the establishment of Alklama Iqbal Open University (AIOU).A Kaye and Rumble (1981) stated: Various options were theoretically open. but the only realistic one involved in-service training using distance-education methods (and this was a factor leading to the establishment of the AIOUL Other solutions would have involved withdrawing teachers from schools for conventional (intramural) training--which would have been extremely costly. and also totally disruptive. This particular case illustrates three criteria for adopting distance learning as a solution: economics (the least costly option in this case). a widely dispersed target population. and the need for some form of nondisruptive in-service training. (p. 24) Meeting the needs of working adults who had misSed opportuni- ties to pursue higher education was a salient reason leading to the establishment of the British Open University. The open universities in Costa Rica and Venezuela were established largely in response to é? explosive demand for postsecondary education (Kaye &_Rumble. 1981). Occasionally. a partial reason for establishing DTUs is political. 5V9“. as keeping students off the campuses. 64}. the Free University of Iran (Rumble & Harry. 1982). 16 Although DTUs vary in their construction. they share some general characteristics that distinguish them from other educational systems. The differences lie not only in the DTUs' purposes and objectives. but also in their students. courses. teaching methods. organizational structures. and cost. Kaye and Rumble (1981) observed the general characteristics of distance-learning systems are as follows: --great potential flexibility compared to conventional provision in implementation. in teaching methods. and in student groups covered; --centralized. Inass production of standardized learning materials (such as texts. broadcasts. kits and so on) in an almost industrialized manner. implying clear division of labour in the creation and production procedures; _ --a systematic search for. and use of. existing infrastructure and facilities as part of the system (e4I. libraries. postal and other distribution services. printers. publishers. broadcasting organisations. manufacturers. etc. ); --potentially a significant lower recurrent unit cost per student than that obtainable through conventional (classroom or equivalent) teaching arrangements and also potentially a considerably lower capital cost per student. fix 19) Students DTU students are primarily adult and independent learners. They are heterogeneous in terms of age. occupation. background. qualifications. social class. and so on. The students were often deprived of educational opportunities during their school years and were unable to use conventional educational provisions for reasonSfof empyygmgnt'tgqsf. distance. age. and qualifications. The student population of DTUs is distributed throughout an extensive area and is relatively uncontrolled. These students need local services to help the institution and to minimize dropout problems. In some countries. 17 the enrollment in DTUs is large compared with the enrollment in traditional universities (e.g.. the British Open University) (Kaye 8. Rumble. 1981). DTUs' admission procedures and programs are different from those of the traditional university. For entrance to a degree program (Bachelor of Arts). most DTUs require that students have completed high school. However. the British Open University requires no formal qualifications (Kaye & Rumble. 1981). John Dodd. senior assistant secretary of the International Office of the Open University. explained that the reason for this policy is that the compulsory educational system requires a sufficient level of education for all citizens. DTUs also differ in terms of therninimum age requirements for students; these requirements range from 17 years (Sri Lanka) to over 25 years (Spain). The minimum age requirement of the British Open University is 21 years (Kaye & Rumble. 1981). WWW Teaching methods are an important aspect °IDTU5!,T° 8Y918.Ehe old- fashioned distance-teaching methods (the external- -study and correspondence syStemS). for which DTUs were often criticized. the 998", university system developed several new methods of teaching. These unethods were devised in an attempt to fill the gap between the old_ distance-teaching system and the face-to-face system used in_ conventional universities. l8 DTUs have adopted many new instructional methods. using such media as correspondence material. home experiment kits. television. radio. videotapes. audio-cassettes. tutors and counselors. and summer schools. ‘These methods allow for more contact between teacher and learner. Table 2 summarizes the use of different media by each DTU. Table 2.--Use of media in the DTUs. AU CCTU UNED/CR FeU EU AIOU UNED/S BOU UNA Print + + + + + + + + + Study centers + + + + + + + + + Face-to-face tuition + + + + + + + + + Telephone tuition + + + + + + Camputer-assisted instruction + Access to com- puter terminals + + + Access to labs at centers + + + + + + Home experiment kits + + Residential schools + Television + + + + + + + Video-tapes + + + + + Radio + + + + + + + Audio-cassette tapes + + + + + + Source: G. Rumble and K. Harry. (London: Croom Helm. Ltd.. 1982). p. 214. Key: AU = Athabasca University. Canada; CCTU = Central Broadcasting and Television University. China; UNED/CR = Universidad Estatal a Distancia. Costa Rica; FeU = Fern Universitat. West Germany; EU = Everyman's University. Israel; AIOU = Allama Iqbal Open University. Pakistan; UNED/S = Universidad Nacional de Educacion a Distancia. Spain; BOU = British Open University. Great Britain; UNA = Universidad Nacional Abierta. Venezuela. 19 According to Walter Perry (1976). the first Vice-Chancellor of the British Open University. the Planning Committee of the British Open University described the basic elements of open university courses as follows: There were to be specially written correspondence texts sent to the student through the post and these were to be integrated with television and radio broadcasts transmitted on open circuit. The specially constructed teaching materials would refer to set textbooks and to additional background reading lists. Students would be required to undertake written assignments which would be marked by a "correspondence tutor" and this activity was seen as a method of teaching as much as a method of assessment of performance. In addition students would be required to attend short residential summer schools and would be offered. optionally. the opportunity of meeting a counsellor (and later a tutor) and other students at one of a network of local study centers. Each course would end with a final examination to be held in local examination centres. (p. 76). Obviously. applying such methods of teaching is an unusual goal and a new experience for the open university. The open university's courses should be standardized. flexible for several modes of teaching. and understandable by students with diverse backgrounds. In addressing such criteria. the British Open University‘s planners identified four separate stages for establishing courses: creation. production. distribution. and accreditation. Perry further elaborated on these stages: First. we had to create the course. to determine its objectives. its content. the method of its presentation. Second. we had to produce the course as printed books. recorded videotapes. and other materials suitable for presentation to the student. Third. we had to transmit the course to the students. and this involved not only the use of the postal services and open—circuit broadcasting. but also the organisation of all the regional back-up services--of study centres. part-time counsellors and tutors and summer schools--needed to support the teaching-learning process. Finally. we had to accredit the course by assessing the student's work. both throughout his period of study and in a terminal examination so 20 that we could award credit for the course at an approved and recognized standard. (p. 76). In offering such activities. the DTU needs specialists. trained staff. advanced facilities and equipment. and a strong. flexible organization to link academic and operational activities (Kaye & Rumble. 1981). Courses usually require high start-up costs. but because of the large number of students. the per-student costs are low. In the British Open University. course-unit authors are a part of the course team. Their responsibilities. as identified by Rumble and Harry (1982). are as follows: (l) writing particular sections of the course» (2) planning and presenting broadcasts in conjunction with BBC Open University Production producers. (3) deciding on set books and recommended readings.(4) designing tests.and exercises.(5) developing home experiments. (6) writing supplementary materials including notes for tutors. and (7) reading and commenting on drafts written by other course team members. Authors may well also be part of "maintenance" course teams. whose task is to ensure the smooth running of the course when the production process is completed and to produce supplementary materials wherever necessary. (p. 178) British Open University teams vary in size from groups of three or four members to those as large as 30 or more individuals. A team usually includes academic staff members from the same discipline or several different disciplines and sometimes more than one faculty member and/or tutor to present the students' interests. Other members of the team include BBC television and radio producers. a member of the University's Institute of Educational Technology. and a staff tutor. The course team chairman coordinates the diverse activities of the various team members. He/she is responsible for the content and 2] academic level of the course and ensures that it is on schedule and consistent with the plan. The Center for Continuing Education. which also has the services of a senior BBC producer. designs and produces the courses. In addition to Open University staff. outside consultants--experts in the field--are often asked to criticize early drafts and course materials. Sometimes consultants write entire units themselves. The Universityks professional editors. illustrators. and designers prepare the manuscripts for printing. External commercial printers usually print the final manuscript. As the written material is being produced. the BBC and academic staff record the television and radio programs. The British Open University's introductory brochure describes four levels of courses offered by the University: The University's courses are offered at four level s--founda- tion. second. third and fourth. All students start with a founda- tion course. a broadly-based introductory course which assumes no prior knowledge of the subject. These interdisciplinary courses are offered by five of the faculties--Arts. Social Sciences. Mathe- matics. Science and Technology; 'The sixth faculty. Educational Studies. starts its courses at second level. After foundation level. students can make up their own programme of study by taking virtually any combination of courses. In l98l there are more than 120 course options. A studentfls freedom of choice to design his/her own personal degree structure is enhanced by half-credit courses similarly taken over ten months. but involving only half as much work during that time. (p. 5) WW Each DTU has its own study system and program offerings. The system was established to meet each [HIPS unique needs and situation. The British Open University offers three kinds of programs: 22 undergraduate. postgraduate. and associate. In addition. several kinds of research-development programs are offered. At the undergraduate level. the University awards two degrees-- B.A. and B.A. (honors). both of which are based on a credit system. To obtain one credit. a student must complete a one-year course with 32 weekly units of work. Each weekly unit requires about lO to l4 hours of study. To graduate with a B.A. degree. the student must complete six full-credit undergraduate courses in at least three years. To graduate with a BMA.(honors) degree. one must complete eight full- credit undergraduate courses in at least four years. The maximum number of credits allowed by Open University regulations is two per year (Open University. n.d.). The degree offered by the British Open University is a Bachelor of Arts. whether a student graduates from an arts- or a science-based program. The University's Guide for Applicants (l982) describes the BOU's B.A. degree as follows: The Open University offers a degree which you can take with or without honours and which is recognized as equivalent to a degree from other British universities. It is called a Bachelor of Arts (B.A.) degree. whether you take arts- or science-based courses or a combination of both. Students registered in B.A. degree programs are known as undergraduates. (p. 7) No formal educational qualifications are required for admission to undergraduate programs. The only criterion is that students be at least Zl years of age and residents of the United Kingdom (Open Univer- sity.l982). 23 The British Open University offers three postgraduate degrees: the Bachelor of Philosophy (B.Phil.). the Master of Philosophy (M.Phil.). and the Doctor of Philosophy (PhJL). All postgraduate studies are research based. The degree is awarded when a student completes a program of research or advanced study and submits a dissertation or thesis. Individuals may study at the postgraduate level as full-time. part-time internal. or part-time external students. AJl higher-degree students are supervised by Open University academicians or by external supervisors appointed by the University (Open University. l983). An upper-second-class honors degree from a British university or from the Council for National Academic Awards is the normal minimum entrance requirement for postgraduate studies. In exceptional cases. this requirement may be waived if applicants can show that their alternative qualifications. professional experience. or previous research has suitably prepared them for postgraduate research in the chosen field of study (Open University. l983). The associate study program is designed for adults who wish to extend their knowledge of their own career or to explore a new field without embarking on a full degree progranu A number of different types of courses are available to associate students. such as (1) courses from the undergraduate curriculum. (2) specially designed courses within the University's Center for Continuing Education. (3) community education courses. (4) in-service teacher training courses. and (5) selfecontained modules. 21} Examinations in the associate study program are largely optional. but students who complete a course successfully and pass the examination earn a course certificate. Certificates for courses offered in undergraduate programs may be counted toward the requirements for a B.A. degree if the student later is admitted as an undergraduate (Open University. 1983). In l981. about 20.000 students enrolled in the associate study program. The associate student enrollment varies from course to course and differs significantly from the undergraduate enrollment (Rumble 8. Harry. 1982). The awarding of course certificates in the British Open Univer- sity system depends on the student's performance on both continuous assessments and a final examination. During the academic year. the student is expected to complete both tutor-marked assignments (TMAs) and computer-marked assignments (CMAs). TMAs are written assignments that range from a series of short-answer. medium-length essays to project-type assignments at the higher levels. Tutors grade these kinds of assignments and add their comments before sending them to the University. CMAs consist of multi pl e-choice questions that require the analysis. evaluation. and comprehension of information. Students com- pl ete and return the CMAs to the University's headquarters at Walton Hall. where they are marked by computer. Overall grades from both TMAs and CMAs are reported to students within two or three weeks. At the end of each course. students take a three-hour written examination. These exams are administered throughout the country in 25 October and November. The student's success in the course depends partly on the assignment grades and partly on the final examination results (Open University. An Introduction. md.L Administration Most DTUs listed in Table I are autonomous institutions governed by their Councils. Perry (l976) suggested that a high degree of autonomy is required in order for a DTU to flourish. Although sharing with traditional universities the fundamental objectives of teaching. research. and public service. DTUs often pursue these objectives in entirely different ways (Kaye & Rumble. l98l). Most DTUs are established and supported by governments; hence having insufficient governmental support may cause a university to fail. as was the case with the University of Mid-America in Nebraska(1974-l982)(McNeil & Wall. 1983). The British Open University was suggested by a political leader. Harold Wilson (the Labor Party leader) in l963. supported primarily through governmental funding and grants. and established through a Royal Charter in 1969. These three factors contributed significantly to its success (Open University. 1kLlfljrgductign. n.dJ. DTUs are very different from conventional universities in terms of management needs. Kaye and Rumble (1982) observed: In conventional universities decision-making takes place within the cellular. departmental structure. Decisions rarely affect the system as a whole. Indeed. it is arguable that much of the teaching process itself is not managed at all. since the individual university teacher has almost complete autonomy regarding what he or she does in the classroom. 26 In distance teaching universities. however. the process. course design. production. distribution and tuition require the integration of a number of specialists all of whom contribute toward the teaching of a widely scattered population. These func- tions must be coordinated. (pp. l96-97) Kaye and Rumble recognized two distinct approaches to the administration of DTUs. Some DTUs (e.gu in Canada) adopted unicameral governmental structures to facilitate and streamline timely decision making. after achieving which they gave the senior officers explicit executive powers. Other DTUs adopted a bicameral governmental structure. which. Kaye and Rumble noted. "can lead to great problems. since the pace of decision-making may not then meet the needs of the managers and bureaucrats who are required to execute policy" (p. 198). In the bicameral approach. which is used by the British Open University. the Council and the Senate share University powers. The Council is the University's governing body; its members are drawn principally from outside the University. The Senate determines academic policy. All members of the academic staff sit together. with elected representatives of the partrtime tutorial staff. nonacademic full-time staff. and students (Rumble & Harry. 1982L The executive head of the University is the Vice-Chancellor. Inadditionto hisexecutiveposition.he isan ex-officio member of both governing bodies. the Council and the Senate. Sir Walter Perry (1976). the first Vice-Chancellor of the Open University. described the Vice-Chancellor's role as follows: The Vice-Chancellor sits as an ex-officio member of the Council and also as ex-officio Chairman of the Senate. He is the prime link between the two governing bodies of the institution. but in the one case he must speak with the voice of the whole Senate. and in the 27 other he can speak only as one of the 39 members of the Council. It is therefore normal to be in the position where. wearing one hat. one is committed and vocal in support of a course of action which. wearing another hat. one is committed to deny. I suppose it is because this is such a normal state of affairs that one learns to live with it; and the institution seems to survive the dichot- omy. The Vice-Chancellor is continually forced by circumstances to make decisions without waiting for the whole of the university machine to operate. In his book ngn_Unflaugflju_££gm Wjjhig. John Ferguson quotes me as saying "[My] concept of democracy is to give everyone a full opportunity of expressing [his] views. after which [I] can make up my mind. (pp. 213-15) The Vice-Chancellor is assisted by five Pro-Vice-Chancellors. each of whom is responsible for a specific policy area. Those five major areas. into which the University is organizationally divided. are: l. The six faculties. responsible for the design of undergraduate and postgraduate courses. research and the teaching of postgraduate students 2. The Center for Continuing Education. responsible for the design of courses and teaching packages in the continuing education program. 3. The Institute of Educational Technology. responsible for education technology in support of course development and for much of the professionally organized institutional research undertaken with the University. 4. Regional Tutorial Services. responsible for coordinating and developing regional activities within the 13 regions. 5. Operations. responsible for course production and distribution (except insofar as this is done by the BBC on behalf of the University in respect of broadcastsL (Rumble & Harry. 1982. p. 184) 925.1: Like any other British university. the Open University is financed largely through public funds. About 82% of the University's income comes from the Department of Education and Science. Student fees comprise about 16% of the University's income. and the remaining 2% comes from the sale of course materials and other sources. In 1981. 28 the Open University's operating budget was 60 million pounds (about $95 million); the capital costs were on the order of 26 million pounds (about $40 million) by the end of 1981 (Rumble & Harry. 1982. o 185k In 1981. the tuition for a full-time BJt degree course was 98 pounds (about $150). plus the cost of books. which varied from 3 to 47 pounds (about $5 to $75). The week-long residential summer school. which is required for all foundation and high-level courses. costs 75 pounds (about $118). For the undergraduate student. the average outlay is something over 145 pounds (about $230) per course. Thus a B.A degree. which requires six credits. might cost the student 874 pounds (about $1.370). and the B.A. (honors) degree 1.191 pounds (about $1.870)(Open University. An Introduction. n.dJ. In the associate program. fees for full-length courses range from 100 pounds (about $153) for most half-credit courses to 135 pounds (about $211) for full-credit courses. Short courses cost from 10 to 20 pounds (about $16 to $32) (Open University. An Intnoduotjon. n.dJ. In examining the cost-effectiveness of DTUs. Wagner (1976) found that the average cost per student per year was about one-third of the cost of conventional British universities. The cost of graduation from a DTU was about one-half that required for graduation from a university (Rumble & Harry. 1982). Carnoy and Levin (1975) questioned Wagner's findings because his study was based on the assumption that an open university graduate is equal in terms of academic quality to the conventional university graduate. They argued that the conventional university graduate 29 receives more tutorials. uses more facilities. and hasunore contact with teachers and fellow students than the DTU graduate. Moreover. some people believe that value. attitudes. and beliefs are"caught" rather than "taught" (Kaye & Rumble. 1981L In another study. Mace (1978) suggested that the economic benefits of the open university degree are less than those of the conventional university degree because the graduates of the two insti- tutions vary significantly in terms of age (open university average age = 37 years; conventional university age = 22 yearsL However. open university students are working adults who continue to contribute to the national economy before and during their studies. which may be a suitable rebuttal to Mace's criticism. Keegan and Rumble (1982) sununarized cost comparisons between DTUs and conventional universities in several countries as follows: Specific comparisons between distance teaching and conventional universities in the same country have been made by Laidlaw and Layard and Wagner in respect of thelJKOU and Rumble in respect of UNED Costa Rica An initial study by Collister et al. on the relative cost effectiveness of the AIOU showed that its average student costs were broadly on a par with those of conventional Pakistani universities Laidlaw and Layard showed that the threshold at which the UKOU became more efficient than the average campus-based British-based university. given 1972 levels of activity. was 21.691 students. Wagner showed that the unit cost per student at the UKOU was about one-third of that at the conventional universities and that the unit cost per graduate was about one-half that of the campus-based universities Rumble shows that the unit cost per student at UNED Costa Rica is lower than those of the three state-funded conventional universities. but that one of these conventional universities has a cost per credit enrollment which is on a par with that at UNED (p. 220) Generally speaking. as Laidlaw and Layard (1974) observed. distance- teaching systems are more cost effective with higher numbers of 30 students. whereas traditional systems are more cost effective with lower numbers of students. lnflgogces of DTUs on Higher Eggogtion As is the case with any new idea or innovative project. the DTUs have encountered strong criticism. Some academic leaders were doubtful that the Open University could achieve credibility among other higher educational institutions. Others described teaching at a distance as a ridiculous idea. especially in the fields of science and technology. Kaye and Rumble (1981) observed: Although distance-education methods. and course materials. had been used successfully in a wide range of countries and contexts over quite some time (e.g. in the USSR. Australia. the USA) for post- secondary level teaching. when the British Open University was proposed in the late 19605. the suggestion was ridiculed in many quarters. Some leading academics scoffed at the idea and asserted that it was ludicrous to attempt to teach science and technology courses in this way (despite the long experience in the Soviet Union). Employers and opposition politicians claimed that degrees earned through the OU would be valueless. especially when gained by people who had not even taken A—level examinations. (p. 61) However. after its first decade. the British Open University has succeeded in gaining credibility from other universities and higher education institutions within and outside the United Kingdom. It has. to some extent. justified the faith of its early supporters and satis- fied some of its early critics. The Open University's texts and other teaching materials are used widely in other universities and higher education institutions. Faculty of other schools. colleges. and uni- versities recommend its television and radio broadcast programs to their students (Open University. An Introggction. n.dJ. 31 Kaye and Rumble (1981) enumerated some of the results achieved by the British Open University: UKOU graduates are far from looked down on by prospective employers. and are successfully applying to higher degree studies at other universities on the strength of their OU undergraduate degrees. And Open University course materials--especially correspondence texts and videotapes of TV programmes--are being widely used in university teaching departments throughout Britain. as well as in a number of other countries. These results seem to demonstrate that distance-learning methods can be successfully used at post-secondary level without a lowering of standards. in a fairly wide range of disciplines. And although the UKOU makes no attempt to produce say. specialist chemists. biologists or technologists. there is theoretically no reason why even this should not be possible in a distance system. given a sufficiently strong laboratory work component (arranged. for example. through regular residential sessions). It would. however. be expensive. (p. 61) In 1978. Moss and Brew (1981) conducted a study to assess the British Open University's influence on teaching in higher education. Some of their findings were as follows: 1. Nineteen percent of the staff of conventional institutions who returned the questionnaire have some part-time tutorial connection with the Open University. Most of these are part- time tutors and counsellors. 2. About 80% of conventional staff have had contact with at least some Open University texts and TV but only about 60% have listened to any radio. 3. Open University course texts appear to be recommended to conventional students more often than Open University readers. Less than half of conventional staff recommend these materials. 4. Use of Open University broadcast materials is confined to 10% or less of conventional lectures. 5. Although Maths. Science and Technology staff recommend fewer Open University materials to their students. they use them more in planning their own courses. 6. Members of staff who are employed part-time by the Open University show consistently greater readiness to recommend Open University materials to their students and use Open University materials and strategies in teaching their own COUPSGS. 32 7. Members of the Open University part-time staff appear more confident that transferring Open University ideas and materials to their own courses has been successful than are their-col- leagues who lack experience with the Open University. (p. 151) The Open University's experience has influenced many other countries around the world and helped them create similar systems of distance teaching. Several DTUs in different parts of the world have since been established. and they gained from the British Open Univer- sity's experience. Table 1 lists those universities. the countries in which they are located. and their dates of incorporation. It is expected that DTUs. with their innovative approach to higher education. will continue to be established. According to Rumble and Harry (1982). other DTUs are in the planning stage: The University of the Air in Japan is due to open in 1984; the Nigerian Open University. the bill for which was rejected in October 1981 by the legislature. but is likely to be resubmitted; and Palestinian Open University. for which a feasibility study was carried out by UNESCO during 1979-80. There is a proposal for an American Open University building on the experience of the University of Mid-America at Lincoln. Nebraska. 'There are also proposals for open universities in a number of other countries (94}; Portugal. Denmark. Finland). These will see the development of the future DTUs although it is unlikely there will ever be a great number of them. (p. 24) Because the DTUs have been established in a number of different countries with wide variations in social. economic. cultural. and educational conditions. it is difficult for researchers to determine or evaluate the factors that contribute to the success or failure of these universities. However» DTUs tend to share'certain characteristics. such as: 1. A concern for adults and those who for some reason have been unable to study at conventional universities. 33 2. Design of learning materials for independent study. 3. Use of a wide range of media and other resources in teaching. , 4. Centralized design and production of materials. combined with localized learning. 5. Two-way communication between student and tutors who generally operate at a distance from the student (correspondence. tuition. telephone. or face-to-face meetings). 6. Extensive and well-defined administrative areas. Rumble and Harry (1982) asked three vital questions concerning the DTUs: 1. Will the DTUs survive? 2. Are they really necessary? 3. Are they genuinely universities? After discussing each of these questions. the authors drew the following conclusions: 1. The DTUs have a permanent place as providers of university education in the future 2. There are powerful reasons for having distance systems as specifically distinct from conventional ones. 3. The DTUs are generally recognized as genuine universities. of equal status to conventional ones. 34 P n n p n n s Sexst¢1 Studies have been Conductedov.eSFeéli§hios open“ universities in Arabiah countries. Most of those studies involved historical research. in which the writers investigated pertlhent documents and related literature to identify their research problems and to suggest reasonable solutions. Two of those studies dealt with establishing an open university in Saudi Arabia. two pertaifled F9g9P9Q universities in the Arab world. and one concerned the Palestinian Open University. Hafiz (1976) based his doctoral dissertation on the potential role of educational/communicational television in higher education and human resources development for Saudi Arabia. He reviewed the cases of Saudi Arabia. Japan. France. Italy. the United States. Sweden. West Germany. Britain. Canada. Australia. India. Algeria. Ghana. Nigeria. the Ivory Coast. El Salvador. American Samoa. Egypt. and Korea. Based on this review. Hafiz concluded that "the research evidence from both developing and technologically advanced countries offers alternatives to Saudi developers in the adaptation of these experiences to the country's educational and manpower requirements" (p. iv). Hafiz proposed that a multimedia open university be established in the western region of Saudi Arabia "with careful evaluation to avoid duplication of efforts and unnecessary expenditures and considering the Saudis' pride of religious and traditional heritages. The suggested Halaghat Open University (Halaghat refers to the traditional Islamic open system of education) would have multiple purposes. such as 35 extending higher educational resources. training teachers. providing vocational/technical and nonformal education. and offering university programs leading to degrees The second study was conducted by Jamjoom in 1980. The title of his dissertation was "Uses of Media Communication for Off-Campus Non—Traditional Higher Education Studies in the Kingdom of Saudi Arabia!‘ Jamjoom examined four areas of essential background information--(l) Saudi Arabia's history and economy. (2) the country's educational system as it exists today.(3) the development of the Saudi Arabian media.and (4) a survey of selected open learning institutions of higher education around the world. (p. 11) Jamjoom surveyed several models of open learning: Great Britairfls Open University. the NHK Correspondence Education in Japan. Everyman's University in Israel. the University of Mid-America in Nebraska (United States). and the Coastline Community College of Cali- fornia (United States). He focused on the Intisab system (external or correspondence study) at King Abdulaziz University in Jeddah and its problems. His purpose was "to suggest general guidelines for the establishment of an open-learning. off-campus. non-traditional system of higher education. primarily for working adults. in Saudi Arabid'(p. 490). He recommended that this system offer higher education programs leading to university degrees for working adults 21 years or older. holding high school degrees or their equivalent. The courses should cover a wide variety of subjects. according to the learner's needs. The teaching methods will include printed materials. broadcast media. cassettes. and other. newer forms of communication technology. as well 36 as face-to-face contact between students and instructors for certain periods during the academic yean To establish the suggested open university. Jamjoom recommended that development begin as an adaptation of the present correspondence system (Intisab) at King Abdulaziz University through six developmental phases: (1) planning. (2) preparation. (3) pilot stage. (4) predelivery. (5) delivery. and (6) future expansion. A conference for studying the feasibility of establishing the Arabic Open University was held in Amman. Jordan. in November 1979. This conference was organized by the Arab Agency for Literacy and Adult Education. About 31 specialists and experts from various Arab countries and UNESCO participated in that conference. and the results of several studies of open universities were offered (Arab Agency for Literacy and Adult Education. 1981L The conference recommended that the Arab countries establish an Arab Open University as a way of solving some of their training and educational problems and meeting their developmental goals. The pur- pose of this university would be as follows: 1. to respond to the Arab countries' need for qualified personnel at various levels and in diverse specialties. 2. to determine what are the educational problems facing the Arab countries. 3. to promulgate knowledge in different fields. 4. to offer continuing education and training. according to people's social and personal needs. 37 5. to help the traditional Arab universities achieve their goals. particularly those they have been unable to fulfill. 6. to offer admission to Arab students when they are able to pursue such study. without any other entrance requirements. 7. to provide each student an opportunity to obtain the needed scientific experiences and to receive guidance in his/her field of study. 8. ‘to provide an environment in which Arab students in various majors can share their experiences with one another. 9. to prepare the leaders needed for literacy and adult education programs. 10. to offer continuing education for those who pass the literacy stage. 11. to offer continuing education and training for Arab women. 12. to offer continuing education for those who have been deprived of such education for personal or social reasons. 13. to provide people an opportunity to improve their knowledge in their major field or to become knowledge about a new endeavor. 14. to offer studies and training for nondegree purposes. In terms of structure and organization of the Arab Open University. the conference suggested an executive council whose members would represent the various Arab states. This executive council would appoint the university president and his three assistants for accounting affairs. nonacademic affairs. and service and administrative affairs. The university's headquarters may be established in any Arab IIIIIIIIIIIIIIIIIIIIIIlIIIlIIIlllIIlIlIIllIIlIIllIlllllIllIIIIIIIIIIIIIlium-llullluunnui-i...‘ 38 state. with branches in the other Arab states (Arab Agency for Literacy and Adult Education. 1981). Finally. the conference made several recommendations concerning the curriculum and teaching methods and materials of the open university. It was also recommended that guidelines be established for the other steps necessary in establishing the open universities. as well as for studies that should be conducted to help bring the Arab Open University project to fruition. In 1982. Akkad published the results of her study about the Arab satellite and open learning. The first purpose of the study was to investigate and explain various aspects of the open university system in Great Britain. Akkad discussed the use of space communication for purpose of open education in such countries and regions as West Germany. Eastern Europe. the USSR. the United States. Mexico. Brazil. Canada. Southeast Asia. India. and Latin America. The second purpose of Akkad's study was to investigate the possibilities of applying the British Open University experiment to the Arab World. in order to develop an Arab open educational system. After evaluating the British experiment with the open university system. Akkad pointed out both positive and negative aspects of that system. Concerning the positive aspects. she stated. "The Open University has offered opportunities to thousands of students who graduate in various fields such as arts. sociology. mathematics. science and technology since its initiation until 1978" (p. 6). One negative aspect of the open university. according to Akkad. was that 39 "the open education system does not provide direct contact and interac- tion between students and instructors. Moreover. growing numbers of graduates increased unemployment problems within the British society" (p. 7). The findings of Akkad's study were as follows: 1. There undoubtedly is evidence that the British Open University has succeeded in achieving several positive results in the higher education sector. 2. Other countries' open learning experiments have been less successful in higher education than in such areas as technical and vocational education; inservice training for teachers. doctors. and others; literacy programs; and other social and rural development projects. 3. The open learning system. with its advanced and varied facilities. has succeeded in increasing not only the quantity of education but its quality as well. 4. Such successful results should encourage some or all of the Arab countries to use the open learning system to solve such educational problems as (a) the overload of students in some universities. (b) the shortage of qualified faculty members. and (c) the shortage of educational facilities and technology. Finally. Akkad recommended that the Arab countries establish the Arab Open University. not only for higher education purposes but also for continuing education; vocational education; updating for teachers. doctors. engineers. and other professionals; and public 40 services. According to the researcher. establishing the open university would be accomplished in several stages. For example. in the first stage. two Arab states could cooperate in establishing a distance-teaching project for natural science curriculum. The second stage might be for other Arab states to participate in the project and perhaps to add other curricula. In succeeding stages. additional pro— grams and curricula might be added and other Arab states may join those already participating until the ideal image of the Arab Open University has been achieved. The fifth study that dealt with establishing an open university in Arab countries was a feasibility study of Palestinian Open Univer- sity (UNESCO. 1980). Because the Palestinian people have come under the‘jurisdiction of several non-Palestinian authorities and govern- ments. several economic. cultural. social. and educational problems have arisen. Among the educational problems with which the Palestini- ans have been confronted is limited access to. and training in. insti— tutions of higher education. In 1976. a team of three organizations—-UNESOO. the Palestine Liberation Organization (PLO). and the Arab Fund for Economic and Social Development (AFESD)--prepared a prefeasibility study for Palestinian Open University. In accord with the recommendations of the pre-feasibility study. UNESCO. the PLO. and the AFESD approved a tripartite agreement. according to which teams of specialists and consultants were appointed to conduct a feasibility study for the Palestinian Open University. In September 1980. the final version of _L in the feasibility study was considered by the advisory committee and UNESCO. The feasibility study provided the following justification for establishing the Palestinian Open University: Of the four million Palestinians. approximately 900.000 are stateless. living principally in Gaza Strip. Syria. Lebanon and Egypt. The others have acquired. voluntarily or otherwise. the citizenship of other states. (UNESCO. 1980. p. 7) During the three to four years before the study was conducted. only'25% of the 40.000 Palestinian students who completed secondary education each year succeeded in enrolling in Arab institutions of higher education. The study report estimated the size of the target population for the Palestinian Open University (from 18 to 27 years of age) in 1985 as 680.000. This number. it was estimated. would increase to 1.184.000 by 1995. Obviously. not all of those individuals would want to apply for admission to the open university. However. the study report estimated the total Palestinian Open University student population as follows: From all of the above-mentioned target groups it is anticipated that six years after the commencement of teaching the student population will be approximately 45.000 actual fulltime and parttime students. i.e.. 32.000 fulltime student equivalents. (UNESCO. 1980. p.19) Two chapters of the feasibility study report were devoted to a discussion of the Palestinian Open University and its learning system. After analyzing the problems involved in providing higher education facilities for the Palestinian people. the specialists and consultants who carried out the study concluded that an open distance-learning 42 system would be a feasible solution to those problems. The characteristics of the open university--its functions. courses. and learning and operational systems-~were also discussed. In conclusion. the study report stated that "it would appear that the launching of an open university based upon distance learning for Palestinians is socially. technically. and economically feasible" (UNESCO. 1980. p. 80). The Palestinian Open University's total annual budget. under a steady-state condition. was calculated to be $40 million per year. 25% of which would be investment costs and 75% recurrent costs. The individual student costs. based on 32.000 full-time emuivalent students. would be $1.230. of which $637 represents the marginal cost per student and $603 represents the fixed cost per student. subject to economies of scale (UNESCO. 1980). .Ih§_A£§h_§UlI_§InI§§ T n P The Arab Gulf States are the seven Arab states that have coast- land on the Arabian Gulf: Bahrain. Iraq. Kuwait. Oman. Qatar. Saudi Arabia. and the United Arab Emirates. Except for Iraq. all of the Arab Gulf States are located on the Arabian Peninsula and occupy about five- sixths of its area. The seven Arab Gulf States cover an area of 25910.600 square kilometers (Arab Bureau of Education. 1985a). Located at latitudes between 17 degrees and 37 degrees north and 35 degrees and 60 degrees east. they enjoy a unique location between Asia and Africa. and they are not far from Europe. ’43 It is important here to note the distinction between the Arab Gulf States and the Gulf Cooperation Council. which includes only six of the seven Arab Gulf States. Iraq is not represented in the Gulf Cooperation Council but is a member of the Arab Bureau of Education for the Gulf States (Arab Bureau of Education. 1982). According to the World Bank%;(l984) estimates. the population of the Arab Gulf States was 28.5 million in 1982. By the year 2000. the population is expected to reach 53 million. about 49% in Iraq. 36% in Saudi Arabia. and the remaining 15% distributed throughout the other five states. The average annual growth would be between 3.7% (Saudi Arabia and the United Arab Emirates) and 3.4% (Iraq). Table 3 shows the population estimates according to documents of the Arab Bureau of Education for the Gulf States (1985a). This table indicates the expected population growth in each state from 1970 to 2000. According to these projections. the total population of the Arab Gulf States in the year 2000 will be about 5.7 million less than what the World Bank estimated. Saudi Arabia. with its 2.150.000 square kilometers. occupies about 74% of the area covered by the seven Arab Gulf States. but it is the second largest in terms of population because most of its mainland is arid desert. Iraq. which constitutes only 15% of the Arab Gulf States' area (one-fifth the size of Saudi Arabia). has the largest population of the seven states. In the western part of Saudi Arabia. a chain of mountains about 1.700 kilometers long and from 120 to 200 kilometers wide runs parallel an .omuqm .aa .Ammm_ "cvm>_mv cmmcsmm um memo: >u_mco>_c: ecu mo oococomcoQ umc_u ecu mo m0u3c_z .moumum w_:w vs» Low co_umo:cm co :mocsm nmc< "oocnom mm~.~s mmm ems m¢_.m mmo._ .mm._ o-.s~ mom.m_ cooN moo.mm m_s owm sm_.~ m_N._ m_~._ ok_.m_ mms.__ omm_ «mo.m~ Nom ONN Nem._ oak _mw smo.m_ Rem.w omm_ mom.N_ m_N ___ sen NNN smm omm.m mm_.w chm. Amccmmsozuv cmo>\co_um_:a0a e m.o_m~ o. __ w. em ~_N mm: om_.~ ecmmhm“uWmetu .muoh c_mccmm cmumo ummzsx amwMuMMWfiw: :meo oma. mwmmmm m_:w nmc< co>om ecu mo .ooou-onm_ .moumum Amccmm305uv compo—soon vcm Amcouoeo__x ocmaom ncmmso£uv moc_mv cmmccmm um memo: >u_mco>_c: osu mo oococochQ umc_u ecu mo mou:c_z .moumum m_:o ecu com co_umo:um mo :mocam amc< "oocnom 47 m.~s m.__ smm.m o.s_ .mm.o m.N_ N_m.m mm~.ns ooo~ “.ms m... onm.m m.m_ mmw.s m.N_ oe_.m moo.mm omm_ N.ms s.__ .mw.~ _.s_ mmm.m N.N. ms:.s «mo.m~ oma. m.ss m... .mo.~ m.s_ mnm.~ o.m_ oo_.m mom.N_ cum. N z N z N z co_umu:om >Lmucooom w >c~ucoeo_m N cocm_: oum_voELouc_ co_um_:a0¢ Lmo .mHOP .muOF > mcmo> mu-w_ mcmo> N_n~_ mcmo> __-o om< .Amccmm305uv ooomnonm_ .moumum m_:o amc< ecu c_ _o>o_ _mco_umo:co Cu mc_ccooom co_u:n_cpm_c oma_nta>_c= N_Nm_:cn< acmx .mcwo: >u_mco>_c: m_:w nmc< ogu Lo» oococochQ ccooom ozu cu moHMum »_:w nmc< oz» Lo» comumusum co smocsm nmc< ecu >2 cocmnoca .mmoaoLa m 50;» conLmE53m nooLJOm 53 _.o_ N__.__ a.m.~n_ mwo.m w~w.~u_ No .N N_ _naoe . m m m >u_mco>_:: ..m N __ -- __ _ -- _ $.30 ant< _"w_ mNN mmo.s mmm ~_w.m N m _ amend ii ii ii in ii ii in ii cmEo _“m_ Nom.a mso.ow mam .m~.mw oN _N a U...: ..a_ mNN.a man.mm o_N.m “No.am mN NM N n_ant< _aanm ..a. mew __m.m_ wk mmm.m_ m m _ a_nza¥ _.__ co. mmo._ _a Nmo._ _ _ -- :_nt;nm _“N_ mwN 5mm.a mo. smm.a m a _ naant_sm .<.= cumanocm omumx mLonEoz _MuOH cumscmLo ice :2 ooco_0m mo_u_cmE:I mcmu_m >u_:umu >u_:omu v ico>_:: cumum iucocaum mo .02 mucocsuw mo .02 momo__09 mo .02 mo .02 .qwm. .mouMum m_:w nmc< ecu :_ co_umo:co Lo;m_c mo mzumumii.m o_nmk 54 of students pursuing higher education was one of the reasons for estab- 1ishing the British Open University in 1971. as mentioned in a publica- tion of that university (1981): In Britain at that time only 6 or 7 percent of school leavers went on each year to any form of full-time higher education (including teacher training and technical education). ‘This compared badly with North America. the USSR and Japan. (p. 3) Some problems that have been diagnosed and some suggestions that have been made in the literature to improve the ability of Arab Gulf universities and other higher education institutions to fulfill their purposes are discussed on the following pages. Wes. The Arab Gulf universities are facing an increasing demand for higher education. Some scholars believe that as the universities respond to this demand. both theiquality of higher education and the social and economic developments will be adversely affected. Gazi Al-Gusaiby. a previous Minister of Industry and Elec- tricity in Saudi Arabia. has said that he hopes the universities will help in directing some of the growing numbers of students seeking higher education to other channels. such as community colleges. techni- cal and vocational training. industrial education. and other services (Arab Bureau of Education. l985aL 'Two difficult alternatives confront the universities' admission planners: (1) they must respond to the requirements of the development plans. and (2) they must respond to the increasing demand for higher education. According to the Arab Bureau of Education for the Gulf States (1985b). 55 Thinking of other alternatives is very necessary. Those alterna- tives should satisfy the democratic principles of higher education and at the same time prepare well-qualified and professional gradu- ates to fulfill the requirements of social. scientific. and techno- logical development plans. (p. 26) Al-Bador and Assaif (1985). in their paper entitled "Guidance of the Admission Policies of Higher Education in the Arab Gulf States." suggested some solutions to the problems facing admission planners. They advised that what they termed the academic empire "should be sized down to fit with development requirements and the economic situation. This view should not ignore the individual's right to higher education" (p. 22). This right. they explained. would be fulfilled by other alternatives. such as the open university. universities without walls. and so on. W. The Arab Gulf States have a severe shortage of educated. skilled. and trained workers. Thus. to carry out their development plans. these countries depend largely on foreign laborers. Al-Hamr (1985a) observed that the foreign labor force in all Arab Gulf States except Iraq comprised 46% of the total labor force in 1975. He estimated that. in 1985. foreigners would constitute 62% of the total labor force. about 46% of them skilled laborers. Al-Hamr pointed out some of the disadvantages of having such a large number of foreign workers in the labor force. Economically. foreign workers pl ace an additional burden on schools. hospitals. housing. roads. and other public services and facilities. Socially. they affect the Arab Gulf society by bringing with them different cultural traditions. many of 56 them undesirable. Accordingly. many social problems and even crimes have arisen. Using traditional methods alone for inservice training and updating of teachers and other manpower groups would be slow and costly. According to the current policy of inservice training. many employees would be taken out of their jobs each year for training and studying for different lengths of time (six months. one year. two years. and so on). As a result. this policy would retard the government's plans for dealing with the manpower shortage. In Saudi Arabia. although all civilian employment sectors suffer from a manpower shortage. the semi-professional jobs are most influenced. Concerning development of Saudi manpower. the Fifth Basic Strategic Principle of the Fourth Development Plan Strategy (1985-1990) states: Continue the development of [Saudi] manpower. through the evalua- tion of educational and training programmes and curricula as well as by the further development or modification of these in conform- ity with the Islamic Sharia; the changing needs of society; and the requirements of the developing process: 1. Primary education for all boys and girls shall be mandatory; 2. To identify. at each educational stage beyond the intermediate level. the proportion of students qualified to receive higher education so that the remainder can be guided towards specialized technical institutes; 3. To evaluate the programmes and curricula of university education. especially admissions policy; 4. To identify the areas and bases for employment of women in a manner which would not be contrary to the Muslim faith; 5. To limit university bursaries to proficient students and to those fields of specialization (including technical education and vocational training) identified as requiring incentives; "i 57 6. Attention should be given to the quality of training by concentrating on the use of advanced technology at the intermediate and advanced levels; 7. Training programmes should reflect actual economic needs qualitatively and be set at the level of efficiency required; 8. There should beaigreater concentration on training with the aim of encouraging on-the-job training; 9. To give paramount importance to libraries in order to encourage and accustom students to make use of library facilities. (p. 6) Al-Hamr said the manpower shortage could be solved through the intelligent use of domestic manpower. Replanning education in general and higher education in particular is necessary. In this regard. A1- Hamr explained. The field is open for establishing technical and vocational education centers. evening schools for adults. using the universities as centers for developing scientific research which deals with the regional problems and finds the suitable solutions. Also it is possible to educate the different classes of society. male and female. by using the best means for that. including correspondence study. Intisab (external study). or television and radio broadcasting.(Arab Bureau of Education. 1985a. p. 123) W. According to Al-Gusaiby: the Arab Gulf universities must correct the traditional fault in Arab education of dividing studies into two groups--arts and sciences--in secondary schools and universities because modern times require students to be educated in both disciplines (Arab Bureau of Education. 1985a). In this regard. Morsy (1985) pointed out what he observed in Kuwait. Until 1980. only 43 doctors and 119 engineers had been gradu- ated from the University of Kuwait. compared to 1.085 graduates in arts and education. By 1988. it is expected that the Kuwaiti society will 58 have one philosopher. one historiographer. and one geographer for every 800 persons in Kuwait. According to M. Safar. President of the Arab Gulf University. the solution to this problem is "to limit the admission in the arts colleges to . . . those with special abilities in this area of study. For the other mass of students. their suitable place is community colleges. from which a production manpower could be graduated" (Arab Bureau of Education. 1985a. p. 203). Safar said that the large numbers of persons who have been graduated from arts colleges "should be retrained for social positions. The policy of continuing education should be established" (Arab Bureau of Education. 1985a. p. 203). W. It is becoming increasingly evident that continuing education is essential. not just to improve but also to maintain the professions. Houle (1980) described the aim of continuing education as follows: The ultimate aim of every advanced. subtle and mature form of continuing education is to convey a complex attitude made up of a readiness to use the best ideas and techniques of the moment but also to expect that they will be modified or replaced. The new machine will soon be antiquated. the new drug will be outmoded. the new principle will yield to a more profound one. and the revolutionary approach will become first familiar and then old fashioned. Everyone must expect constant change and with it new goals to be achieved and new understanding and skill to be mastered. (p. 75) The major lesson of continuing education. Houle said. is "to expect that the unexpected will continue to occur" (p. 75). In terms of designing programs of learning for professional continuing education. Houle discussed the application of new technological developments. 59 including use of telephones. film. radio. television. audiotapes. and videotapes. Scholars have frequently emphasized the need for continuing education. inservice. and on-the—job training. For instance. Al-Sunble (in Al-Gazirah. 1985) stressed the necessity of establishing compulsory continuing education for medical doctors and other specialists such as engineers. pharmacists. teachers. and other professionals. Sojegtifjc and toohnologjoal oljmato. To aid in development. science and technology need a suitable climate in which to emerge. If the climate outside the universities and schools differs from the climate within them. achieving desirable development will be hindered. To create a suitable climate. Safar (1985) recommended surrounding the new generation's total environment outside of universities and schools with a scientific and technological climate. The university has an essential role in this regard: to prepare technical and scientific programs to invade the home and the outside world--peopleuseyes and ears. lslomjo oulture and modern scionoo. Many Muslim and Arab scholars believe that the educational system. particularly higher edu- cation. in the Arab and mUslim world is still suffering a severe prob- lem: the separation between Islamic teaching and culture on the one hand and modern science and technology on the other. According to Safar (1985). the result of such a division will be the creation of two different generations who speak different languages and think and act from different backgrounds. He believes it is the responsibility of 60 the educational organizations. including universities. the mass media. and communications to correct that situation. In 1977. King Abdul Aziz University arranged the First World Conference on Muslim Education. which was held in Makkah from March 30 to April 8. 1977. Muslim scholars from around the world. specialists in various fields of knowledge. attended that conference and shared the results of numerous studies concerning the crisis in Muslim education. Husain and Ashraf (1979) wrote the following overview of that conference: A number of eminent contemporary Muslim scholars have discussed the aims of Islamic education and the concept of man which it mirrors from a number of points of view. They represent far-flung areas of the Muslim world. but what is remarkable is the unity of their outlook and the uniformity of the emphasis on the need for a new approach to the problem of education in the light of the fundamental concept which the Ouran teachers. The ions ,et orjgo of Muslim thought is the Ouran. and quite appropriately they have said time and again that no system of thought or education can be acceptable to Muslims whose tendency is to divert man from the highway of knowledge and wisdom which the Ouran has charted for all time to come. (p. 42) Dr. Ismail Faruqi. professor of religion at Temple University in Philadelphia. Pennsylvania. called for a reexamination of common knowledge in the light of Islamic fundamentals: All learning whether it pertains to the individual or to the group. to man or to nature. to religion or to science. must reorder itself under the principle of Tawhid. i.e.. that Allah . . . exists and is one. and that He is the Creator. the Master. Provider. Sustainer. the ultimate metaphysical cause. purpose and end of everything that is. All objective knowledge of the world is knowledge of His will. His arrangement. His wisdom. All human willing and striving is by His leave and permission. It ought to fulfil His command. the divine pattern He has revealed. if it is to earn for its subject happiness and felicity. (in Husain & Ashraf. 1979. pp. 85-86) 61 In this regard. Husain and Ashraf (1979) argued that the other aspect of the teaching of science and technology is in the need for integration of such teaching with overall Islamic ideological patterns In America. for example. science education is integrated with western ideologies of political democracy and capitalist economy. . . . Similarly. in Soviet Russia. scientific education is integrated with the history of the Communist Party. Marxist ethics and Marxist-Lani ni st philosophy and aesthetics. (p. 85) Although the Ouran is a holy book. revealed by God to the Prophet Mohammad to teach mankind to worship God and to pursue the good way of life. Muslims are confident there is no conflict between science and the Ouran's teachings about various aspects of life. man. nature. and the universe. The logic underlying such a belief is that the Ouran is the word of God and that science is His law in His creation. Maurice Bucaille. a French surgeon and scholar. studied this issue and wrote two books. In Ibo Bible. tho Our'an and 5919099 (1979). he concluded: In view of the level of knowledge in Muhammad's day. it is inconceivable that many of the statements in the Our'an which are connected with science could have been the work of a man. It is. moreover. perfectly legitimate. not only to regard the Our'an as the expression of a Revelation. but also to award it a very special place. on account of the guarantee of authenticity it provides and the presence in it of scientific statements which. when studied today. appear as a challenge to explanation in human terms. (p. 251-52) In his second book. Will (1985). Bucaille made the following points regarding science and the Ouran: 1. While the concept of world creation in the Ouran is differ- ent from the Old Testament concept. it quite agrees with general modern science about the universe. .....- ~‘1.’.:"T"" 62 2. The Quranic concept about the motion of celestial bodies agrees with modern scientific thought. 3. The Ouran predicts space invasions. 4. The Ouran referred to the water cycle in nature and the earth several centuries before they were discovered. Bucaille asked. if Mohammad (an unlettered man) was the author of the Ouran. how did he avoid making any mistake in a book that was written more than one thousand years ago? Recommendations similar to those of the First World Conference on Muslim Education emerged from another conferencelield five years later. In May 1982. the Arab Bureau of Education for the13ulf States organized a conference that was held in Riyadh. Saudi Arabia. to dis- cuss the issue of "What the educationalists want fran the information- alists" (information media). Many specialists from both sectors attended the conference. Those who participated in the conference emphasized that the educationalists and informationalists should carry out in their programs the original Arab—Islamic values (Arab Bureau of Education. 1984). EAIaLflal_SIUflx_IQL_degree_LLfltlsab_systeml. Three universities in two Arab Gulf States provide off-campus external-study degree programs. In 1982. the University of the United Arab Emirates established a tutorial external-studies program. The purpose of this program is to offer other higher education alternatives to citizeens from other cities who cannot attend regular classes on campus in Al-Ain for social or occupational reasons. Seven centeres were established in 63 different states to offer teaching and counseling services to students. The teachers usually go to these centers to provide courses. and audio- visual media are used in instruction. The United Arab Emirates University's president described the system as having some characteristics of an open university (United Arab Emirates University. 1982). In 1984-85. the number of students enrolled in external studies at the University was 659. about 83% of them females. External-study students comprise about 11.6% of the total student population of United Arab Emirates University (United Arab Emirates University. 1985. p. 26). In Saudi Arabia. two universities provide external-studies pro— grams (Intisab): King Abdul Aziz University in Jeddah and Imam Mohammad Ben Saud University in Riyadh. In addition. the Independent Girls' Colleges enroll some female external-study students. After offering external studies for 20 years. King Saud University permanently abol- ished that system. According to the University Ocuncil. external stu- dents. in general. could not achieve the same quality of education as regular students. and they had a high rate of failure and attrition (King Saud University Council. 1975). At King Abdul Aziz University. external students attend compul- sory regular classes and training for about five weeks a year at the main campus in Jeddah (King Abdul Aziz University. 1982-83). These compulsory classes are a significant step toward improving the external study system. 6A In 1982-83. the total number of external students in Saudi Arabia was 9.979. of whom 42% were females. Overall. females account for about 13% of the Saudi undergraduate student population (Arab Bureau of Education. 1982-83% The external studies programs leading to undergraduate degrees have some problems in terms of their efficiency and ability to resepond to the increasing numbers of adults desiring to study without abandoning their jobs. According to King Abul Aziz University's "Intisab Deanship" unpublished statistics. in 1985-86 the University accepted only about 30% of the 4.680 male students seeking admission to its external-study program and having at least a "Good" grade point average on their secondary school certificates. Various educators hold differing views regarding external study. Opposing external study. Dr. Al-Rageh. President of Umm Al-Oura University. said that in general the external student cannot achieve at the same level as full-time students. He added that Umm Al—Oura Univer- sity has no plan to offer external study. Dr. Al-thaip. from King Saud University. also emphasized that university students should be regular learners and that there is no need for external study. Dr. Hallal saw the problem as not in the external study itself. but in the fact that many university students are pursuing a degree for prestige only. Dr. Al-Raiqi believed the degree for external students should be less than a bachelor's degree. These educators viewed the part-timme study system asa better alternativetman external study(A]yamamjh Weekly Baseline. 1984). 65 A number of educators support the concept of external study. Dr. Madany. Vice-President of King Abdul Aziz University. based his argument in support of external study on several points: The external student has the same curriculum and reuqirements as the regular students and the same ti me limits; there is no scientific proof that external students have less ability than regular students; external study serves many villages and cities that have no university; and eliminating exter- nal studies will encourage the migration from rural areas to the cities. Concerning the crucial need for scientific and technical graduates more than for arts and social scienceinajors.[hu Madany said that not all students have the desire or ability to study in these fields (Alyomamoh IBaflEULJfiiaazlne. 1984). Dr. Radady. Dean of Intisab at King Abdul Aziz University. and Dr. Morshed. the Assistant Dean. agreed with Dr. Madany's point of view and discussed developing and improving the external-study system. Dr. Morshed proposed that other Saudi universities. such as King Abdul Aziz. offer external study programs or establish an open university (Will—0.9! 1984). Two years earlier. however. Dr. Nasif. the former President of King Abdul Aziz University. had emphasized the necessity for establishing an open university in Saudi Arabia. sooner or later (W. 1982). WWW. Another problem facing Saudi Arabia is the high rate of illiteracy. especially among the rural population. This fact has caused some scholars to doubt whether 66 traditional educational methods will be effective in solving this problem. Khattab (l9 ) stated. "The slow and conventional rate of formal literacy education is not going to make a substantial dent in the problem of rural people's education quickly" (p. 7). To alleviate the educational and developmental problems facing rural Saudi Arabia. Khattab suggested using nonformal educational media. which. "with their flexibility. adaptability and relatively low cost. could be systemati- cally integrated with the activities of the rural community centers" (p. 8). W In this chapter. the related literature was investigated through two main dimensions: distance-teaching universities and the Arab Gulf States situation. The literature confirmed that the open university model has been established in several developed and under- developed countries for multifarious educational and cultivational purposes. including the granting of academic degrees. Diverse methods are used in the teaching-learning process in DTUs. including standard courses offered with printed materials. audio and video tapes. and radio and television broadcasting. In addition. academic tutors and counselors help students and evaluate their work. Although open uni- versity students are independent learners. they should be required to do several research assignments throughout the school year and attend a residential school for certain periods. At the end of the academic year. students should take a final written examination in each course. Regarding courses that require an experimental process. students may 67 perform the experiments at home (if possible) or at a local university or institute. Open universities require unusual efforts. technology. experts. and financial support to prepare. produce. and distribute course mate- rials. In the long run. however. with the large number of students they serve. open universities can prove to be more cost effective than conventional ones. In some countries. open universities have succeeded in gaining credibility fran conventional universities and have influ- enced their teachers. students. and course materials. Such successful results have led some scholars and researchers to recommend establish- ing an open-learning university system in the Arab world. Literature on the Arab Gulf States confirmed. to some extent. the similarity of these States in terms of their land. people. and econanic and social characteristics. as well as their cooperation and integration with one another. In terms of developmental and higher educational problems in the Arab Gulf States. the reviewed publications shed some light on the status of higher education in the States. admis- sion policies. manpower shortages. the imbalance between arts and sciences. continuing education. scientific and technological climate. Islamic culture and modern science. external study for degree (Intisab system). and literacy and nonformal education. Included were some scholars'suggestions for coping with these problems. using media. communication technology. and the open university system. all within the framework of the Islamic principles and Arabic and Islamic culture 68 Information gained from the review of related literature provided the foundation for designing the research instrument used in this study. The instrument. as well as the methodology and procedures followed in conducting the study. is discussed in the following chapter. CHAPTER III RESEARCH DESIGN AND PROCEDURE Introduction The purpose of this study was threefold: (1) to explore the perceptions of University Council members of universities in five of the seven Arab Gulf States (Bahrain. Kuwait. Qatar. Saudi Arabia. and United Arab Emirates) regarding a suitable model for the suggested Arab Gulf Open University (AGOU). (2) to explore their perceptions regard- ing the need for and the feasibility of establishing the suggested AGOU. and (3) to make recommendations to the Arab Bureau of Education for the Gulf States and the Ministries of Education of those states. based on the study findings. This chapter provides a description of the research design and procedures followed in accomplishing these purposes. Included is a description of the study population. a statement of the research ques- tions. a discussion of the instrumentation. and an explanation of the data-collection and data-analysis techniques used in the study. Pooulatjon The target population of this study comprised all members of University Councils within universities in five of the seven Arab Gulf States in academic year 1985-86. In Saudi Arabia. there were eight 69 70 universities: the Islamic University. Umm Al-Qura University. Imam Mohammad Ben Saud University. the University of Petroleum and Minerals. King Saud University. King Abdul Aziz University. King Faisal Univer- sity. and the girls' colleges. The girls' colleges were considered the eighth university in Saudi Arabia because they are under one adminis- tration. The universities in the other four Arab Gulf States were the University of the United Arab Emirates. the University of Kuwait. the University of Qatar. and the two university colleges in Bahrain (the University College and the Technological College). which were consid- ered as one university for purposes of this study. The Arabic Gulf University in Bahrain (established by all the Arab Gulf States) was included in the study proposal but was excluded from the analysis because: (1) In 1985-86. it had only the College of Medicine; (2) it still has no University Council; (3) a number of copies of the ques- tionnaire were submitted to the office of the Arabic Gulf University's president to be answered by members of the university's board. but the researcher received no reply; and (4) some of the board members of the Arabic Gulf University were members of other University Councils and participated in the study through their original universities. Also. it should be noted that the other two Arab Gulf States. Iraq and Oman. were not included in the study. In addition to time and cost reasons for their exclusion. the first Omani university (Sol tan Qabos University) is still being established (it has not opened yet). 71 and the researcher thought the war situation in Iraq might hamper the data collection there. Each university in the five selected Arab Gulf States has its own University Council. which is responsible for administration and academic affairs. This council usually includes the university's president or director. his assistants. all deans. some faculty members. and other members. In terms of the 11 girls' colleges in Saudi Arabia. the five-member Scientific Council in their headquarters and the 11 deans of these colleges were combined to represent a University Coun- cil. Also. the Academic Councils of the two university colleges in Bahrain were considered to represent the University of Bahrain. Because the target population was not large. the researcher decided to include the total population in the study. Individuals who served on more than one council were surveyed only once. Accordingly. the target population comprised 251 University Council members. Usable responses were received from 179 persons. or 71.31% of the total population. The distribution of the target population and the number and percentage of responses by state and university are shown in Table 7. 72 Table 7.—-Number of individuals in target population and number and percentage of responses. by state and university. Target Usable Responses State University Popula- tion Total % United Arab University of Emirates Emirates 18 13 72.22 Bahrain Technological College & University College 28 21 75.00 of Bahrain Kuwait University of Kuwait 22 7 31.81 Qatar University of Qatar l7 14 82.35 Saudi Arabia Islamic University 13 8 61.53 Umm Al-Qura University 21 17 80.95 Imam Mohammad Ben Saud University 26 20 76.92 University of Petro- leum & Minerals l7 13 76.47 King Saud University 30 22 73.33 King Abdul Aziz Univ. 26 19 73.08 King Faisal University 16 12 75.00 Girls' colleges 17 13 76.47 Total 12 universities 251 179 71.32 Bessarchflestums To achieve the purposes of this study. answers to the following research questions were sought: Bosoaroh_fluo§t1oo_L How do the University Council members in the five defined Arab Gulf States perceive each aspect of the suggested model of the open university? These aspects are (a) Strategy and Objectives. (b) Policies. (c) Admission. (d) Curricula and Courses. (e) Study System for Degree. (f) Teaching Methods. (9) Student Evaluation. (h) Organization. and (1) Finance. 73 Bosoaroh_guo§t1oo_2: To what extent do the University Council members assess the need to establish the suggested open university? W: How do the University Council members view the feasibility of establishing an open university? W: What kind(s) of assistance. if any. do the University Council members in each university expect their univer- sity to offer to the suggested open university? Instrumentation W A questionnaire was used to gather the data needed to answer the research questions posed in this study. The researcher developed the questionnaire in four stages. First he prepared the initial draft of the instrument after carefully reviewing the related literature. Next he submitted that draft to a research consultant from the Office of Research Consultation in the College of Education at Michigan State University to ascertain whether the questionnaire met the general standards for questionnaire construction. such as clarity. design. and length. and whether it was consistent with the purpose of the study and the research questions. The researcher then gave the questionnaire to ten Arab Gulf students who were pursuing their doctorates at Michigan State University. to obtain their comments. evaluations. and sugges- tions. Finally. the researcher's dissertation committee chairman and members of the committee reviewed the questionnaire. Four scholars in educational research. one of whom was inter- ested in the open university system. judged the questionnaire to deter- mine whether it was valid and capable of obtaining the needed 74 information. They also examined it in terms of clarity and understand- ability of the items. To identify omissions. ambiguity. and alterations needed in the instrument. the researcher administered the questionnaire in a pilot test to ten persons who had doctorate degrees and were working in academic and administrative positions at Umm Al-Qura University. Based on their comments and suggestions. the researcher made the needed adjustments to the instrument. Cronbach's alpha was used to determine the internal consistency and reliability of the instrument. For the entire questionnaire. Cronbach's alpha was 0.9404. which indicates that the instrument was highly reliable. WWI Because the respondents in this study were Arabs. the researcher translated the cover letter and the questionnaire from English into Arabic. To determine the accuracy of the translation. he gave both the English and Arabic versions of the instrument to the Department of English in the College of Social Sciences at Umm Al-Qura University for review. The department certified that the Arabic ver- sion was an accurate translation of the English copy of the question- naire. (See Appendix B for the certificate of translationJ Wines: The final questionnaire comprised three parts. A cover letter was included to inform participants about the purpose of the study and 75 to introduce the concept of the open university system. (See Appendix A for a copy of the cover letter and the questionnaire.) The first part of the instrument contained questions designed to elicit personal and demographic information about the respondents. including state. university. occupation. degree. major. country of graduation. and gen— der. The second part of the questionnaire was devoted to obtaining answers to the first research question. concerning the suggested model for the Open University of the Arab Gulf States. Respondents' percep- tions of the following aspects were sought: strategy and objectives. policies. admission. curricula and courses. study system for degree. teaching methods. student evaluation. organization. and finance. Respondents shared their perceptions of each of these aspects by using a five-point scale ranging from either 1 = Not Important. 2 = Less Important. 3 = Important. 4 = Very Important. and 5 = Most important or 1 = Strongly Disagree. 2 = Disagree. 3 = Undecided. 4 = Agree. and 5 = Strongly Agree. The third part of the questionnaire was intended to obtain answers to the remaining three research questions. First. respondents were asked to assess the need to establish an open university. On a table that included four main programs the suggested open university might offer (program leading to bachelor's degree. updating and train- ing. associate and cultivation. and social and nonformal education programs) and a list of groups of people who might benefit from the programs. the respondents assessed the need for each program by each 76 group of people. using a five-point importance scale ranging from Not Important to Most Important. Next. respondents were asked to assess the feasibility of achieving the minimum elements necessary for establishing the suggested open university. On a table listing 18 elements essential for estab- lishing the open university (ins. financial resources. teaching staff. equipment. TV broadcasting. and so on). respondents were to indicate the degree of difficulty of problems that may hamper the feasibility of offering each essential element. using a five-point difficulty scale ranging from No Problem At All to Very Difficult Problem. Respondents were also asked to estimate the time needed to develop solution(s) to the problems hampering each element. using one of five categories: (1) they need less than 3 years. (2) 3 to 6 years. (3) 6 to 10 years. (4) more than 10 years. and (5) it is impossible to be solved. Item 82 was intended to explore the assistance and cooperation (if any) the other universities might be expected to offer the sug- gested open university. If respondents answered this item affirma- tively. they indicated specific kinds of assistance; if they answered negatively. they were to specify several reasons for lack of assist- ance. Item 83 was designed toiassess the degree of need for estab- lishing the suggested open university in the Arab Gulf countries. In answering this question. respondents could choose one of the following five responses: No Need at All. Little Need. Normal Need. Strong Need. or Very Strong Need. 77 Finally. Items 84 and 85 were open-ended questions. If the respondent was an open university supporter. he/she was asked to list the five most important reasons for that support. On the other hand. if the respondent opposed the open university. he/she was asked to list the five most important reasons for lack of support Data Qollootjon To collect the data for this study. the researcher visited each university in each Arab Gulf State included in the study. To facili- tate his mission and to obtain the needed assistance in administering the questionnaire. the President of Umm Al-Qura University (the researcher's sponsor) sent a letter to each university president (Appendix B). asking for cooperation with the study. In collecting the data. the researcher spent about five months visiting 16 cities and 14 universities and university colleges in the five Arab Gulf States. The following procedures were followed in distributing the research instrument. collecting the completed ques- tionnaires. and following up on nonrespondents Ibo Unjyorsjtjos jg Saudj Arabia The researcher obtained a list of the University Council mem— bers and their positions from the administration office in each univer- sity. Each subject in each university was given a copy of the questionnaire. including the cover letter and notification of when the researcher would pick up the completed questionnaire(usually within three days). For those who could not complete their questionnaires by 78 the researcherus second visit. another date was arranged or they were asked to send their responses to the researcher's home. W The researcher could not contact the female subjects directly because of cultural reasons. Thus the Office of the Vice-Presidency of Girls'Colleges in Riyadh sent thequestionnaires to the female sub- jects at their colleges. received the responses. and made the needed follow-ups. When the researcher visited the Office of the Vice- Presidency of Girls' Colleges to pick up the completed questionnaires. he asked the officials to remind nonrespondents to complete their questionnaires and return them to his home. fl9n:5aUQiJMEflLLflUILUfllxsniliIQS The researcher sent copies of the questionnaire and cover letter. along with a letter from the Director General of the Arab Bureau of Education for the Gulf States. to an official at each Arab Gulf university or college outside Saudi Arabia that was included in the study (see Appendix B). The Director General's letter explained the purpose and importance of the study. The designated individual at each university was asked to distribute the questionnaire to the University Council members and to collect the completed instruments. They were also informed of the scheduled time for the researcher's visit to their universities and were asked to assist in having the completed questionnaires ready by that time. 79 The researcher visited the university or university college in each state--Bahrain. Qatar. the United Arab Emirates. and Kuwaitr-at the scheduled time to pick up the completed questionnaires. He stayed in each state several days to contact nonrespondents and. with the cooperation of administrators at each university. to increase the response rate. University Council members who had not completed their questionnaires by the end of the researcher's visit were asked to return their instruments to his home in Saudi Arabia. When the researcher visited the University of Kuwait at the scheduled time. officials in the Vice—President's Office informed him that they had received the copies of the questionnaire and cover letter but not the letter from the Director General of the Arab Bureau of Education for the Gulf States. Therefore. they had not yet distributed the questionnaire to the subjects. The researcher asked for permission to distribute the questionnaires himself and to pick them up upon completion. However. these officials informed him they would do the necessary distributing. collecting. and following up and would send the completed questionnaires to the researcher in Saudi Arabia. Upon returning to Saudi Arabia. the researcher continued to follow up on nonrespondents by telephone» He also asked the Arabic Center for Educational Research in Kuwait for its help in the follow-up process. However. all of these efforts failed to increase the return rate of questionnaires from Kuwait University to more than 31.8% of its University Council members. 80 D -An P s The researcher manually coded the data on computer laboratory coding forms. and the scoring center at Michigan State University transferred tnese forms into computer cards. The punched cards were then sent to the computer at MSU for analysis. The Statistical Package for the Soc1al Sciences (SPSS) (Nie et a1” 1976) was used to facili- tate the data analysis. Frequencies and percentages were used in analyzing the demo- graphic data obtained from the first part of the questionnaire. Guided by the research questions. several descriptive statistical techniques were used to analyze the data obtained from Part Two (the suggested model for the AGOU) and Part Three of the questionnaire (assessment of the need for and feasibility of establishing the AGOU). as follows: Means were used to rank order scores obtained on items respondents rated on a five-point scale. and standard deviations were used to describe discrepancies between response means (Items 5-32. 38- 46. 50-66. 73. and 79-81). Absolute frequency and percentage were used to describe the data obtained on items pertaining to several categories (Items 34-37. 48-49. 68-72. 74—77. and 82% Both frequency and per- centage and means and standard deviations were used to describe responses concerning the need for establishing the open university (Item 83). Except in two cases. data concerning Research Questions 1.2. and 3 were analyzed and are presented according to the perceptions of all respondents from the five Arab Gulf States. In those two cases. 81 data were also analyzed according to state. The first case concerned the strategic goals of the suggested open university (Items 5-7) and was related to the first research question concerning the suggested model for establishing the open university. The second case concerned the need for establishing the open university (Item 83). which was related to Research Question 3. The data for these two cases are presented by state as well as by the total population because both the strategic goals and need for the open university were considered major questions in this study. and the researcher thought it would be mean- ingful and useful to present the respondents' opinions in both ways. Chi-square tests were used to determine if differences existed in perceptions of the need for establishing the AGOU (Item 83) between respondents from various Arab Gulf States and also between respondents from Saudi Arabia and those from the other Arab Gulf States. To answer Research Question 4. data obtained from Item 82 were analyzed and are presented according to university. After analyzing each group of related items. the respondents' written suggestions and comments were classified and described. Finally. the respondents' reasons for supporting or opposing the establishment of the open university (Items 84 and 85) were analyzed by frequency and percentage. The open-ended responses of both groups were classified. summarized. and compared to each other according to frequency. The results of the data analyses are presented in tabular and narrative form in Chapter IV. CHAPTER IV PRESENTATION AND ANALYSIS OF DATA This chapter is devoted to an analysis of the data obtained in this study. First the demographic data are described. Then the data regarding each of the four research questions are analyzed and pre- sented in the following order: (1) ten aspects of the suggested model for the AGOU. (2) the need for the AGOU. (3) the feasibility of estab- lishing the AGOU. and (4) assistance the AGOU might expect from other universities. Finally. the respondents' reasons for supporting or opposing establishment of the open university are presented. Wis The first part of the questionnaire was designed to elicit personal and demographic characteristics of the target population. which comprised the University Council members in five Arab Gulf States. The number of respondents for this study was 179 (71.32% of the total population of 251 University Council membersh Table 8 presents the distribution of respondents according to state and university. Saudi Arabia had 69.3% of the total respondents. It is the largest country in the five Arab Gulf States in terms of area and population and has eight University Councils. Qatar and the United Arab Emirates had almost the same percentages of respondents (7.8% and 82 83 Table 8.--Distribution of respondents by state and university. Category Label Number Percent State United Arab Emirates 13 7.3 Bahrain 21 11.7 Qatar 14 7.8 Kuwait 7 3.9 Saudi Arabia 124 69.3 Total 179 100.0 1.111.113.5111 University of Emirates 13 7.3 Colleges of Bahrain 21 11.7 University of Qatar 14 7.8 Kuwait University 7 3.9 Saudi Arabia: Islamic University 8 4.5 Umm Al-Qura University 17 9.5 Imam Mohammad University 20 11.2 Petroleum University 13 7.3 King Saud University 22 12.3 King Abdul Aziz University 19 10.6 King Faisal University 12 6.7 Girls' colleges 13 7.3 Total 179 100.0 733%. respectively). Bahrain had 11.7% and Kuwait only 3.9% of the respondents. the smallest percentage. It should be noted that not all of the respondents were the nationality of the state in which they were University Council members. In fact. a number of the Arab scholars were of other nationalities (mostly Egyptian) and were working as deans or faculty members in Arab Gulf universities (primarily in Qatar. the 84 United Arab Emirates. and Bahrain) and as members of University Coun- cils. The respondents served as council members of 12 universities. Eight of the universities were in Saudi Arabia. and the other four were in the remaining four Arab Gulf States. The largest number of respond- ents (12.3%) was from King Saud University. whereas the smallest number (3.9%) was from Kuwait. The Colleges of Bahrain (11.7%). Imam Mohammad Ben Saud University (11.3%). and King Abdul Aziz University (10.6%) came in order after King Saud University in terms of number of respond- ents. Except for the Islamic University (4.5%). members from the remaining institutions comprised between 6.7% and 9.5% of the total population. The occupations of the respondents are shown in Table 9. The majority of participants (86.0%) worked in both academic and adminis- trative departments. Those who had only academic positions comprised 11.7% and those with only administrative positions comprised 2.2% of the total population. The respondents were homogeneous in terms of educational level. As shown in Table 9. 89.9% of these individuals held doctoral degrees. 6.7% held master's degrees. 2.2% had bachelor's degrees. and 1.1% held other kinds of degrees. Table 9 also indicates that the respondents were heterogeneous in terms of field of study. Of the total respondents. 24.6% had majored in applied science. 16.8% in education. 14.5% in human and 85 Table 9.--Distribution of respondents by occupation. degree. major. country of graduation. and sex. Item Title Category Label Number Percent No. 2 Occupation Administrator only 4 2.2 Academic & administrator 154 86.0 Academic only 21 11.7 Total 179 100.0 BA Degree Doctorate 161 89.9 Master's 12 6.7 Bachelor's 4 2.2 Other 2 1.1 Total 179 100.0 3B Major Islamic & Arabic 24 13.4 Arts 19 10.6 Human & Social Studies 26 14.5 Education 30 16.8 Science & Math 23 12.8 Applied Science 44 24.6 Economics & Administration 11 6.1 Missing 2 1.1 Total 179 100.0 30 Country of Arabian university 46 25.7 Graduation West European university 46 25.7 American university 81 45.3 Eastern university 2 1.1 Others 2 1.1 Missing 2 1.1 Total 179 100.0 4 Sex Male 161 89.9 Female 18 10.1 Total 179 100.0 86 social studies. 13.4% in Islamic and Arabic studies. 12.0% in science and math. 10.6% in arts. and 6.1% in economics and administration. A majority of respondents (45.7%) had graduated from American universities. The same number had graduated from Arabian universities as had graduated from West European universities (25.7% each). Just 1.1% had graduated from Eastern universities and from other univer- sities. Finally. most of the respondents were males (89.9%). compared to only 10.1% females (Table 9). Wm WM W1: How do the University Council members in the five defined Arab Gulf States perceive each aspect of the suggested model of the open university? These aspects are (a) Strategy and Objectives. (b) Policies. (c) Admission. (d) Curricula and Courses. (9) Study System for Degree. (f) Teaching Methods. (9) Student Evaluation. (h) Organization. and (1) Finance. Items concerning the 10 aspects of the suggested model for the AGOU were listed in the questionnaire. Respondents rated each of these items in terms of its importance or the extent to which they agreed with the item. These ratings were made using five-point scales ranging from not important (1) to most important (5) or from strongly disagree (1) to strongly agree (5). In answering the first research question. the following criteria were used to rank the items in terms of pri- ority: 1. Items that had means ranging from 3.76 to 5.00 were con- sidered to be first priorities of the suggested model for the open university. 87 2. Items that had means from 2.51 to 3.75 were considered to be of second priority. 3. Items that had means from 1.00 to 2.50 were considered undesirable because they fell within the not important and less impor- tant or strongly disagree and disagree ratings. ic A O . Education. cultivation. and offering degrees were the three major strategic goals suggested for the AGOU. Table 10 presents the respondents' perceptions of these major goals by means and standard deviations. by individual state as well as for the total respondent group. The three strategic goals were ranked according to their overall means. For respondents from the United Arab Emirates. offering degrees for the meritorious had the highest mean (3.69). and cultivation for every citizen had the lowest mean (3.54). The dispersion among Emi- rates respondents was highest in terms of cultivation (51% = 1.61) and lowest in terms of offering degrees (S.D. =1.I8). Comparing this group with the others. Table 10 indicates that the highest dispersion among respondents existed in the Emirates group. Bahraini respondents saw educational goals as the first prior- ity (mean = 4.10). Cultivation and offering degrees were given the same level of priority (mean = 3.91). The standard deviation was lowest in the case of educational goals (1.04) and highest for both cultivation and offering degrees (1.22% Respondents from Qatar saw the educational goal as first prior— ity (mean = 4.07). offering degrees as second (mean = 3.79). and 88 .m._ .m.m mm.. as.m m... ms.~ .m._ mN.m -._ .m.m m... ma.m as. www.mmwwmwm N m EONmu_o _~._ Na.m ON._ mm.m mN.o Nm.s “5.0 a_.m -._ .m.m .m._ am.m >La>a Lac ao_un>_a_ac m N acmcoa mo._ mm.m No._ mn.m am.o um.s MN.o 50.: so._ o_.a mm._ Na.m maopa_asn >La>n LOm comumuacm o _ .a.m can: .a.m can: .a.m can: .a.m can: .o.m can: .o.m ,cnnz . m. “coeoumum oz 8 a: .... 2V :2 ... E C ... 5 c1. 5 E u 5 Am. .i. 3 an: m ..mco>o m_amc< _c:mm u_m3:x Lmumd cumccmm moumc_Em m. .>u_mco>_:: coco $.3u nmc< woumommam on» we m_m0m o_moumcumii.o_ o_nmk 89 cultivational purposes as third (mean = 3.14). Except for the goal of offering degrees (8.0. = 1.31). the dispersion among Qatari respondents was relatively low (3.0. = .073 and .077 for educational andcultiva- tional goals. respectively). Of the five respondent groups. Kuwaitis gave educational and cultivational goals the highest level of importance (means of 4.57 each). In contrast. offering degrees was given the lowest level of importance by Kuwaiti respondents (mean = 2.43). The standard devia- tion among Kuwaitis was the lowest of all respondent groups (0.54 for education. 0.79 for cultivation. and 1.13 for offering degrees). In the case of Saudi Arabian respondents. educational purposes had the highest importance (mean = 3.79). followed by cultivation (mean = 3.58) and offering degrees (mean = 3.46). The dispersion among Saudi respondents was lowest for education (8.0. 1.02) and highest for offering degrees (3.0. = 1.33). The overall means shown in Table 10 indicate that education for every ambitious person had the highest mean (3.87). cultivation for every citizen was second (mean = 3.62). and offering degrees for the meritorious ranked lowest in importance (mean = 3.51) in terms of priority of strategic goals of the AGOU. according to all respondents from the five Arab Gulf States. The difference between the highest and the lowest mean was 0.36. The dispersion among all responses was highest for offering degrees (8.0. = 1.31) and lowest for education for every ambitious person (5.0. = 1.03). 90 According to the criteria used to determine priority. respond- ents perceived educational goals as being the first priority. whereas cultivation and offering degrees were perceived as being of second priority among the strategic goals for establishment of the AGOU. Obiectives of the AGOU. Respondents were asked to rate the importance of 16 objectives of the open university. The means and standard deviations of the responses for these objectives are given in Table 11. The results indicated that improving the use of standard Arabic language was perceived as the most important objective of the open university. Other important objectives included emphasizing Islamic teaching. supporting human resource development. developing scientific and technological thinking. and strengthening the coopera- tion and integration among Arab Gulf countries. Among the less important objectives were giving youths an opportunity to use their leisure time in studying; increasing coopera- tion between Arab Gulf countries. other Arab nations. and the Muslim world; making television and videotapes educational and cultivational; providing education and training for large numbers of people; prepar- ing. producing. and distributing standard scientific equipment; and participating in cultivating and developing people in different classes of society. The least important objectives among those listed in the ques- tionnaire were taking advantage of the new Arabic satellite. providing accessibility to higher education. facilitating rural development. participating in scientific research. 91 increasing numbers of application for university admission. Table ll.--Objectives of the suggested Arab Gulf Open University. and solving the problem of Rank Item Order No. Statement N Mean 8.0. 1 l4 Improve the use of the standard 179 4.29 .98 Arabic language 2 8 Emphasize Islamic teaching in 177 4.20 1.09 social and individual behavior 3 12 Support human resource development 178 4.15 .98 4 11 Develop scientific and technological 175 4.08 .96 thinking 5 10 Strengthen the cooperation and inte- 179 4.06 .99 gration among Arab Gulf countries 6 18 Give youths opportunities to use 178 3.99 .87 their leisure time in studying 7 9 Increase cooperation between Arab 179 3.97 .99 Gulf countries and the Arab and Moslem worlds 8 19 Make television and videotapes 177 3.96 .93 educational and cultivational 9 15 Provide for education and training 179 3.96 1.01 of very large numbers of people 10 13 Prepare. produce. and distribute 179 3.87 1.03 standard scientific materials 11 22 Participate in cultivating and 179 3.79 .95 developing people in different classes of society 12 21 Take advantage of the Arabic satel- 178 3.71 1.08 lite in exchanging knowledge and research 92 Table 11.--Continued. Rank Item Order No. Statement N Mean 8.0. l3 17 Provide future accessibility to 179 3.59 1.09 higher education 14 20 Help rural development and reduce the 179 3.59 1.15 flow of people to urban areas 15 23 Participate in scientific research 177 3.45 1.20 16 16 Help overcome problems stemming from 178 3.29 1.14 the increasing number of applicants seeking admission to the universities In terms of dispersion of responses. the standard deviation of the responses for "Give youths opportunities to take advantage of their leisure time by studying and gaining knowledge" had the lowest standard deviation HLB7). which indicates that respondents agreed most in their ratings of this statement. On the other hand. responses to the state- ment "Participate in scientific research" were the most dispersed. with a standard deviation of 1.20. Concerning priority rankings. objectives ranked from 1 through 11 were perceived to have first priority. whereas the remaining five objectives (ranked 12 through 16) were perceived as having second priority in establishing the open university. None of the suggested objectives was perceived as undesirable. Eo11o1o5_ot_tho_AGQU. Table 12 presents the suggested policies through which the open university can fulfill its strategic purposes 93 and objectives. These policies were stated in terms of offering several kinds of programs. which respondents ranked on a five-point scale ranging from not important.(l) to most important (5). 'These items. rank ordered by mean. are shown in Table 12. The highest-ranked policy was offering associated and continuing programs foriadults for nondegree purposes Unean==4.00). In contrast. the lowest-ranked item was offering undergraduate programs leading to degrees (mean = 3.49). The range between the highest- and the lowest-ranked items was .51. Offering nonformal education programs (mean = 3.92) was ranked second. and in-service training (mean = 3.88) was ranked third. On-the-job training and updating programs for teachers. administrators. and other similar groups (mean = 3.84) were ranked fourth. On-the-job training and updating programs for specialists in scientific sectors such as engineers and physicians (mean = 3.70) was rated fifth in importance. Offering educational programs for children. programs for K-12 students. and programs to prepare workers for another job were rated lower. The highest disper- sion of responses was for children's programs (3.0. = 1.27). and the lowest was for continuing education programs (5.0. = 0.97). As shown in Table 12. programs ranked from 1 to 4 were considered as having first priority. and programs ranked from 5 to 9 were considered as having second priority in terms of policies of the suggested open university. 94 Table 12.--Policies of the suggested Arab Gulf Open University. Rank Item Order No. Statement N Mean S.D. 1 28 Offer associated and continuing pro- grams for adults who wish to pursue education for nondegree purposes Offer nonformal education programs on several topics. such as health. religion. social. women. literacy Cooperate with technical education and vocational training organizations in providing in-service training programs Provide on—the—job training and pro- fessional-updating programs to teach— ers. administrators. and other groups Offer on-the-job updating programs for scientific specialists. such as engi— neers. physicians. and chemists Produce educational programs for children Support public school programs (K-12) by offering professional courses especially in science. math. Arabic. Islamic studies. etc. Offer programs for citizens who need to change their majors or prepare for new jobs required by development plans Offer undergraduate programs leading to degrees 179 179 178 179 177 175 179 177 176 4.00 3.92 3.88 3.84 3.70 3.67 3.55 3.50 3.49 1.01 1.05 1.17 1.27 1.23 1.11 1.10 WEN. n 1 1') In Item 33. respondents were given an opportunity to comment or make suggestions concerning the 95 aforementioned strategies. objectives. and policies suggested for the AGOU. The following is a summary of the responses to this item. --Strategy and objectives should be based on the historical background. culture. and civilization. --To develop a unique opinion for the Arab and Moslem world. --It would be more valuable if it were an Arabic open university that served the whole Arab world. --The objectives should be formulated according to what is possible rather than what is desirable. --The objectives were ipportant and good. but can the open university fulfill them? --Orient people to their environment and its natural resources. --Propagate vocational and professional education. --It is important that the AGOU be a real Islamic university in its principles. objectives. and operations. -—Emphasize the relationship between the university and the society. —-The strategy should concentrate on filling the gaps between the - different major disciplines and programs. --Respond to the command of the Prophet Mohammed (Peace be upon him): To be learned is a duty of each Muslem; seek knowledge from birth to death. --Equalize the educational opportunity among people. --Give women more opportunity in education. especially those who hesitate to leave their homes. 1This is a crucial question and should be asked frequently before planning. during the planning process. and throughout the period of operational development. Such a question cannot be answered with a definite "Yes" or “No" in most (if not all) organizations. but it could be answered if it is posed like this: To what_oxtoflt can the open university fulfill its objectives? 96 —-Change the educational process from a single-teacher approach to the group-of—teachers approach. --Offer modern scientific knowledge in an Islamic fashion. --It is important for the open university”s objectives and policies to be different from those of the conventional universities. --To be a resource for the research developed through the coopera- tion of faculty and scholars from other universities. --To substitute the Intisab system (external study) in some universities. --It seems manifold objectives and areas have been suggested. It will be better if these various are taken step by step so as to allow the open university to grow more smoothly. Admissioo, The suggested model for the AGOU distinguished among three major kinds of programs in terms of admission policies. Table 13 presents respondents' perceptions of the admission policies for each kind of program: degree programs. training programs. and nondegree programs. In the instrument. several categories for admission to the bachelor's degree program were suggested in terms of age and qualifications. According to Table 13. two-fifths of the respondents (41.9%) said there should be no age restrictions. 15.6% said applicants should be 18 years old and over. 18.4% said they should be 21 years old or over. and 23.5% thought applicants should be over 24 years of age. Even though a large number of respondents thought there should be no age restriction for admission to programs leading to a bachelorks degree. it should be noted that applying such a policy might harmfully affect admission policies in conventional universities. as well as the development plans. Such a policy would give young people other options 97 Table 13.--Admission policies of the suggested Arab Gulf Open Univer- sity. Item Title Category Label Number Percent No. 34 Age for No age restriction 75 41.9 admission 18 years old and over 28 15.6 (for B.A. degree) 21 years old and over 33 18.4 24 years old and over 42 23.5 Missing 1 .6 Total 179 100.0 35 Qualification: No certain qualifica- For admission to tion but admission test 51 28.5 B.A. degree Elementary school 3 1.7 program Intermediate school 11 6.1 Secondary school 114 63.7 Tetal 179 100.0 36 For admission to By agreement between the training programs open university and the W agencies: Strongly disagree 7 3.9 Disagree 17 9.5 Undecided 23 12.8 Agree 76 42.5 Strongly agree 55 30.7 Missing 1 .6 Total 179 100.0 37 For admission No_ro§tr1ot1oo: to nondegree programs Strongly disagree 4 2.2 Disagree 3 1.7 Undecided 21 11.7 Agree 77 43.0 Strongly agree 74 41.3 Total 179 100.0 98 to pursue instead of studying for specialization at conventional uni- versities or vocational and professional education institutions. Such a condition would place the open university in competition with conven- tional universities and educational training institutions. which is definitely contrary to its purposes. Accordingly. the researcher combined the last two age categories (21 and 24 years) into one large group. which was chosen by 41.9% of the total respondents. a number equal to those who chose no age restriction. Taking the mean of these two categories (21 + 24 divided by 2 = 22.5). the suggested age for admission to programs leading to a bachelor's degree at the AGOU would be between 22 and 23 years old. In terms of the minimum level of qualification needed for admission to bachelor's degree programs. Table 13 shows that 28.5% of the respondents preferred having no particular requirement but an admission test. 'Those who preferred elementary school and intermediate school as a minimum totaled only 7.8% of the respondents. The majority of individuals (63.7%) preferred requiring secondary school completion as a minimum for admission to a bachelor's degree program at the AGOU. The second major type of program for which admission policies were considered was training programs. Because these programs vary in their purposes. skills. and qualifications and because they are primarily offered to assist and cooperate with concerned agencies that may benefit from on-the—job or in-service training of their employees. it was suggested that admission requirements for these programs be 99 mutually established by the open university and the concerned agency(ies). Table 13 indicates that 73.2% of the respondents agreed or strongly agreed with this suggested admission policy. whereas 13.4% disagreed or strongly disagreed and 12.8 were undecided. The last kind of program for which admission policies were rated was courses that do not lead to a degree. It was suggested that this kind of program be open for applicants. with no restrictions. but that faculty could suggest some conditions if necessary. As shown in Table 13. 84.3% of the respondents agreed or strongly agreed with this suggestion. in contrast with 3.9% who disagreed and strongly disagreed and 11.7% who were undecided. Qgrrjou]a and ooursos. The respondents were asked to rate the major principles for preparing curricula and courses offered by the open university according to their importance. The results are pre- sented in Table 14 in terms of rank. mean. and standard deviation. Based on the mean ratings. the most important principle was that the curricula and courses should be based on the Islamic view toward human beings. the universe. and life (mean = 4.58). The second most impor— tant principle was the participation of academic experts and special- ists in the area of study on the course-preparation team (mean = 4.57). The principle rated third in importance was the responsibility of each college and/or department for providing the course description. requirements. and outlines (mean = 4.51). ‘The experimental period needed before production and distribution of course materials was Table l4e-Some principles for preparing curricula and courses for 100 the Arab Gulf Open University. Rank Item Order No. Statement Mean S.D. 1 38 Curricula and courses of the open university should be based on the Islamic view of human beings. the universe. and life The course-preparation team should include academic experts on the subject Course descriptions and their requirements and outlines should be defined by the concerned college and/or department Before course materials are produced and distributed. they should be evaluated during an experimental period The course-preparation team should include educational technologists The course-preparation team should include professionals in design and development of broadcast media Courses should be offered at several levels. starting with the foundation level. which assumes no prior knowl- edge of the subject The course-preparation team should include specialists in Islamic and Arabic studies The course-preparation team should include an author or authors 178 178 179 178 173 177 175 173 169 4.58 4.57 4.51 4.26 4.05 3.90 3.83 3.80 3.63 1.00 1.09 1.07 1.27 a. 101 ranked fourth (mean = 4.26). whereas including educational technolo— gists on the course-preparation team was ranked fifth (mean = 4.05L Among the less—important principles of preparing curricula and courses (means below 4.00) were participation of professionals in development of media; inclusion of Islamic and Arabic scholars on the course-preparation team; and inclusion of authors on the course- preparation team. The lowest standard deviation of 0.75 and the high- est of 1.27 indicate that there was relatively high disparity in responses concerning the importance of each of the principles of pre- paring curricula and courses. According to the previously stated criteria of priority. all the principles listed in Table 14 were perceived as having first priority for preparing the open university's curricula and courses. except for the participation of authors on the course-preparation team. which fell into the second-priority designation. Stofiy_§ystom_jor_oogreo. Two models of study system for a degree from the AGOU were suggested to the respondents. Those two models were the Intisab system (external study) used by King Abdul Aziz University and the study system used by the British Open University. As a third choice. respondents could suggest their own study system. The following brief descriptions of both systems were provided in the instrument. 1. The Intisab system used by King Abdul Aziz University is: --One course equals 5—6 credit hours per year. with the school year lasting 32 weeks. -—Graduation with a B.A. degree requires 136 credit hours. 102 2. The British Open University system is: --One credit equals a one-year course. requiring 32 weekly units of work. --Each weekly unit needs 10-14 hours of study. --Graduation with a B.A. degree requires six credits (courses) during three years at least. --Graduation with a B.A. degree with honors requires eight credits (courses) during a four-year period at least. As shown in Table 15. relatively equal numbers of respondents chose the Intisab model (36.3%) and the British Open University model (38.5%). Some respondents (14.5%) preferred other systems. whereas 10.6% did not respond to this question. The following is a summary of respondents' suggestions for a study system leading to a bachelor's degree from the AGOU: --A combination of the Intisab system of King Abdul Aziz University and the British Open University system. --The units should be monthly instead of weekly to make it easy for the university and students. --A yearly study system with midterm and final examinations; the minimum study period should be four years. and the maximum should be six years. --At least 136 credit hours should be required. 70% of them in the major field. The maximum period for graduation would be eight years. --Apply the Intisab system used by Imam Mohammad Ben Saud Univer- sity. In such a system. external students fulfill the same requirements as do regular students. --Apply the traditional Islamic educational system. in which students study one subject for a certain period (six months. for example) and when they pass the course examination they receive a certificate for that particular subject. ‘Then they may study another subject. After passing successfully the required subjects of study. students are awarded a B.A. degree. --It may be more advantageous to use more than one system. --The AGOU may benefit from the open university system used in West Germany. 103 --The AGOU programs should be only for cultivation purposes. without offering academic degrees. --To earn a 8.8. degree in a scientific field. students should spend an additional year in practice at a conventional univer- sity. Table 15.--Study system for a degree from the AGOU. Item Title Category Label Number Percent No. 47 Requirement Similar to the requirements 65 36.3 of the Intisab system (exter- nal study) at King Abdul Aziz University Similar to the requirements 69 38.5 of the system of the British Open University Other system 26 14.5 No response 19 10.6 Total 179 100.0 48 Degree General B.A. degree in arts 43 24.0 or science and technology Professional B.A. degree in 48 26.8 arts and general B.A. degree in science and technology Professional B.A. degree in 76 42.5 arts and B.S. degree in science No response 12 6.7 Total 179 100.0 In conclusion. the respondents expressed little agreement concerning a suitable study system leading to a bachelor's degree from 104 the AGOU. Specifically. 36.3% preferred implementing a system similar to the Intisab system at King Abdul Aziz University. 38.5% preferred the British Open University system. and the others expressed different opinions. Consequently. the writer will propose the suggested systems as alternatives to be reevaluated. In questionnaire Item 48. respondents were asked to choose one of three kinds of degrees the AGOU might confer: (l) a general bachelor of arts degree even if the student has graduated from an arts or science department. such as the degrees offered by the British Open University; (2) a professional B.A. degree in the arts department and a general bachelor's degree in science and technology; and (3) a profes- sional B.A. degree in arts and a B.S. degree in science and technology. As shown in Table 15. 42.5% of the respondents preferred offering a professional B.A. in arts and B.S. in science. 26.8% preferred the second alternative-~offering a professional B.A. in arts and a general B.A. in science. and 24% preferred the third alternative-—offering a general B.A. in both arts and science. The remaining 6.7% of the respondents did not respond to this item. Accordingly. a majority of the respondents preferred that the AGOU grant only a professional B.A. degree in arts and B.S. in science. Such results have not been sup- ported in the experience of other open universities. The literature also discouraged open universities' granting professional B.S. degrees in science. WA WWW. Item 49 was an open-ended 105 question asking respondents for their comments and suggestions regarding the admission policies. curricula and courses. and study system of the suggested AGOU. The following is a summary of their responses: --A personal interview is necessary for admission to the AGOU. --Admission should be only for those who could not get a place in the conventional universities. for whatever reason. --The AGOU should not provide access for those students whose applications were denied by conventional universities. --The AGOU should not adopt the framework used by a foreign country but should establish its own framework to be applicable to the unique situation of the Arab Gulf countries. --It is important for the AGOU to be able to translate its objectives into perceptible curricula and courses. --The programs should begin as experimental ones and should then be modified according to the reactions to them. --The courses should be developed in such a way as to facilitate students' studying independently. --The role of the educational program designers is very important because teachers in higher education institutions can provide only scientific concepts and information. --The AGOU should not develop programs leading to degrees. --The certificate offered by the AGOU should be only for completing a certain program. but not equivalent to the degrees granted by conventional universities. --The AGOU should offer both general and professional B.A. degrees. Ioaohing_mathoo§. Several teaching methods used by open universities were listed in the questionnaire. Respondents were asked to rate each method using a five-point scale ranging from strongly disagree (1) to strongly agree (5). 'The teaching methods are listed in Table 16. according to the rank order of their means. 106 Table 16.--Teaching methods for the suggested Arab Gulf Open Univer- sity. Rank Item Order No. Statement N Mean 8.0. 1 56 Audio and video tapes 178 4.54 .62 2 59 The theoretical part of the open 179 4.48 .65 university curricula should be joined with practical parts in the field of work 3 51 Television 178 4.48 .64 4 55 Tutors 179 4.43 .73 5 58 Computer services 178 4.43 .65 6 54 Residential schools for a certain 178 4.38 .70 period 7 57 Telephone services 176 4.31 .71 8 50 Correspondence materials 176 4.02 1.03 9 52 Radio 173 3.84 1.04 10 53 "Home experiment kits" 178 3.81 1.01 11 6O Conducting the practical aspects of 177 3.29 .74 the curricula by coordinating con- cerned agencies. supervisors. and open university experts (3.29) was 1.15. audio and video tapes in teaching. The range between the highest mean (4.54) and the lowest mean Television tutors. The highest-rated teaching method was the use of computer serv- ices. residential schools. telephone services. and correspondence mate- rials all had means higher than 4.00. had means of 3.84 and 3.81. respectively. Radio and home experiment kits Conducting the practical 107 aspects of the curricula by coordinating concerned agencies. supervis- ors. and open university experts was rated lowest (meari= 3.29) as a method of teaching. In terms of dispersion of the responses. the standard devia- tions indicated relatively low deviance (SJL = .62 to .74) in respond- ents' perceptions of the importance of all but three teaching methods: correspondence. radio. and home experiment kits. whose standard devia- tions were 1.03. 1.04. and 1.01. respectively. Based on their mean ratings. all but one of the teaching methods listed in Table 16 met the criterion of first-priority impor— tance. Conducting the practical aspects of the curricula by coordinat- ing concerned agencies. supervisors. and open university experts only met the criterion of second—priority importance. Student_a1aluatlon. 'Table 17 presents the respondents'inean ratings of suggested policies for student evaluation in the open university. The final comprehensive written examination for each credit course received the highest average rating (mean = 4.50) and agreement (S.D. = 0.63). In contrast. the use of a secret system for controlling the final examination had the lowest mean (3.97) and the highest standard deviation (1.25). As for other methods of student evaluation. respondents expressed similar degrees of agreement with the importance of essay assignments. multiple-choice assignments. and grad- ing policies. The means for these items ranged from 4.27 to 4.00. and standard deviations ranged from 0.90 to 1.11. In conclusion. all items 108 pertaining to student evaluation policies were rated as being of first priority in terms of their importance. Table 17b--Student evaluation in the suggested Arab Gulf Open Univer- sity. Rank Item Order No. Statement Mean SOD. 1 63 Students should take a final compre- hensive written examination for each credit course Several essay assignments and/or projects should be required Multiple-choice assignments should be part of each unit of the course For each course. examination results should count for 60% of the grade. and other assignments should be worth 40% To pass a course. students should achieve at least 60% of the highest possible score on the final examina- tion and 60% of the highest possible score for assignments To maintain academic standards. the final examination should be con- trolled by a secret system 175 179 177 179 177 177 4.50 4.27 4.14 4.01 4.00 3.97 1.03 1.11 1.25 W W. In Item 67. the respondents were asked to offer their comments and suggestions regarding the teaching methods and student-evaluation policies of the AGOU. No comments were 109 made concerning teaching methods. but some respondents commented on evaluation policies. The following is a summary of their responses. --The final examination should count 70% and the other assignments 30% of the course grade. To pass the course. students should achieve at least 70% of the possible score on each part. --The minimum to pass the final examination should be 75% and for assignments at least 80%. --Eighty percent for the final examination and 20% for the assignments. --Forty percent for the final examination and 60% for the assignments. --(1) Three tests worth 45% (2) Final examination worth 10% (3) Research and assignments 19% 100% --Fifty percent of the total score as a minimum to pass any requirement. --Use an individualized examination process. whereby the student decides when he/she wants to take the examination. —-The evaluation measure should be at least as difficult as the same type of evaluation in conventional universities. if not more so. --Centralization. standards. and secret system of control are very important in the evaluation process. --The minimum score for passing a course should be decided by the course designers; this score might vary from one course to another. WW. Resiiondents were given four alternatives from which they were to select the organizational structure they thought would be best for the AGOU. These alternatives were: 1. The Arab Gulf Open University should be an autonomous university in its administration. financing. and academic affairs. and should be directed by a supreme council from 110 the Arab Gulf States. It should be responsible for program development. i.e.. creation. production. and distribution of courses and instructional materials. The AGOU should establish its own branches and local centers in each Arab Gulf State. 2. The AGOU should be an autonomous university. as mentioned above. But each state should establish its own branch and local centers. The original branches and local centers should be financed and directed by local states. Educational and academic affairs should be arranged by the AGOU and offered by the branches and the local centers in each state. 3. Each state should establish its own open university. and a cooperative office to coordinate those open universities should be established. 4. I suggest the following structure for the suggested open university: As shown in Table 18. the highest-ranked organizational- structure alternative for the AGOU was the fully autonomous university. which was chosen by a majority of the respondents (48.6%). The second- ranked alternative. which suggested that each state establish its own open university and that a cooperative office be established to coordinate these universities. was chosen by 20.7% of the respondents. The third-ranked alternative was partial autonomy and was chosen by 13.4% of the respondents. Finally. 16.8% of the respondents made their own suggestions concerning the organizational structure of the AGOU. Their suggestions were as follows: --The AGOU should be established and administered by one of the distinctive Arab Gulf Universities. --In the beginning it should be established within the Arabic Gulf University in Bahrain. --It should be governed by an independent super council. whose membership would include experienced scholars and representatives of the Arab Gulf States. 111 Table 18.--Organizational structure and administration of the Arab Gulf Open University. Item Title Category Label Number Percent No. 68 Structure The best organizational struc- ture of the AGOU would be: Full autonomy 87 48.6 Partial autonany 24 13 .4 Each state has its own open university 37 20.7 Other 30 16.8 Missing 1 .6 Total 179 100.0 69 Representa- The Open University Council tion of other should have a member from Arab Gulf each of the other Arab universities Gulf Universities: Strongly disagree 8 4.5 Disagree 11 6.1 Undecided 18 10.1 Agree 73 40.8 Strongly agree 65 36.3 Missing 4 2.2 Total 179 100.0 70 TV and radio Broadcasting of the AGOU's broadcasting programs should be offered by: Public TV and radio of the Ministry of Information in each state 108 60.3 The open university's TV and radio 59 33.0 Other 10 5.6 Missing 2 1,] Total 179 100.0 112 Table 18.--Continued. Item Title Category Label Number Percent No. 71 Manpower: Part of the AGOU's manpower Full time should be full-time faculty. professionals. administra- tors. and other staff: Strongly disagree 4 2.2 Disagree 11 6.1 Undecided 11 6.1 Agree 61 34.1 Strongly agree 92 51.4 Total 179 100.0 72 Manpower: The other part of the AGOU's Part time manpower should be part-time faculty. professionals. and experts from other universi- ties and agencies: Strongly disagree 3 1.7 Disagree 5 2.8 Undecided 19 10.6 Agree 79 44.1 Strongly agree 72 40.2 Missing 1 .6 Total 179 100.0 --To facilitate the open university's establishment. desirable structure for the AGOU. administration. and finance. it is best to establish the AGOU in Saudi Arabia because this state has the largest area and population. The other Arab Gulf countries as well as the neighboring Arabic countries such as Yemen. Jordan. Syria. Sudan. and Egypt may benefit from this open university. Table 18 shows that complete autonomy was considered the most This structure has also been highly 113 recommended in the literature. Perr (1976) suggested that. in order to flourish. a distance-teaching university requires a high degree of autonomy. Establish the open learning system within a conventional university might generate a problem of inferior status. reflected in a relatively diminished political and academic position. In Item 69. respondents were to indicate their agreement with the statement that the Open University Council should have a member from each of the other Arab Gulf universities to represent his university and facilitate its cooperation with the open university. Participants responded to this item using a five-point Likert scale ranging from strongly disagree (1) to strongly agree (5). Table 18 shows that by combining the strongly disagree and disagree responses. only 10.6% of the respondents disagreed with this item. whereas 10.1% were undecided. More than three-fourths of the respondents (77.1%) agreed or strongly agreed with the statement. In Item 70. respondents were asked to check whether they thought the AGOU should use the public television and radio broadcasting of the Ministries of Information in the Arab Gulf States in offering its programs. or whether it should establish its own television and radio broadcasting system. Respondents could also write in their own suggestions. Table 18 indicates that 60.3% of the respondents preferred that the AGOU use public television and radio broadcasting. whereas 33.0% of them preferred that the AGOU establish its own television and radio 114 channels. The remaining 5.6% of the respondents suggested the following actions: --The AGOU may use the public television and radio. as well as establishing its own broadcasting system. --The AGOU may use the second television channel of each state. --Establish an independent educational channel. --Programs may be produced in the educational technology centers in the Arab Gulf universities. as well as in Ministry of Information studios. It should be noted that most of the Arab Gulf States have more than one television channel. In Saudi Arabia. a new educational channel will begin broadcasting in September 1986; it will be the third Saudi television channel. Items 71 and 72 were both related to the manpower needed for the AGOU. Based on other open universities' experiences with manpower. two kinds of personnel were suggested: full time (Item 71) and part time (Item 72). For each item. respondents were asked to chose one of five levels of agreement. ranging from strongly disagree (1) to strongly agree (5). Table 18 shows that a majority of the respondents (85.5%) strongly agreed or agreed that part of the AGOU's manpower should be full-time faculty. professionals. and administrators. Just 8.3% of the respondents strongly disagreed or disagreed with this item. and 6.1% were undecided. Table 18 also indicates that a majority of the respondents (84.3%) strongly agreed or agreed that part of the AGOU's manpower should be part-time academic faculty. professionals. and experts who work primarily at other universities. in governmental 115 offices. or in private agencies. Just 4.5% of the respondents strongly disagreed or disagreed with this item. and 10.6% were undecided. Item 73 concerned the subject areas that might be included in the organizational structure of the AGOU. Two kinds of subject areas were recognized. The first was colleges and departments that might or might not offer academic degrees. such as Islamic and Arabic studies. arts and human studies. social science. education. economics and administration. and pure science and mathematics. The second was sections that would provide education. updating. and training without conferring an academic degree. such as medical science. engineering. technology. training. general cultivation. social services. and research. Respondents were asked to rate the importance of each of 14 colleges or educational sections of the suggested AGOU. using a five- point scale ranging from not important (1) to most important (5). The means and standard deviations for the 14.subject areas are shown in Table 19. The results indicated that the College of Islamic and Arabic Studies was rated first in importance (mean = 4.26). followed by the general cultivation (mean = 4.18) and social services (mean = 4.17) sections as the most important subject areas in the AGOU. Among the less-important subj act-matter areas were training. resource develop- ment. economics and administration. arts and human studies. social science. and research (means between 3.50 and 4.00). The least- important subject-matter areas among those listed in Table 19 were technology. engineering (means between 3.00 and 3.50). 116 education. science and mathematics. medical science. between the most-important and least-important areas was 1.20. Table 19.--Suggested colleges and educational sections for the Arab Gulf Open University. and The range in mean ratings Rank Item Order No. Statement N Mean 8.0. l 1 Islamic and Arabic studies 176 4.26 .94 (college) 2 12 General cultivation (section) 176 4.18 1.00 3 13 Social services (section) 174 4.17 .91 4 11 Training (section) 174 3.91 1.17 5 6 Resource development (college) 164 3.78 1.00 6 5 Economics and administration 171 3.68 .97 (college) 7 2 Arts and human studies (college) 174 3.60 1.11 8 3 Social science (college) 172 3.59 1.05 9 14 Research (section) 170 3.57 1.35 10 10 Technology (section) 172 3.49 1.37 11 4 Education (college) 173 3.47 1.16 12 7 Science and mathematics (college) 171 3.46 1.17 13 8 Medical science (section) 166 3.24 1.35 14 9 Engineering (section) 166 3.06 1.33 117 In terms of dispersion of responses. the standard deviations indicated that social services. Islamic and Arabic studies. and economics and administration had the lowest dispersion (S.D. = 0.91 to 0.97). The areas with the highest dispersion among responses (S.D. = 1.33 to 1.37) were engineering. research. medical science. and tech- nology. Based on the priority criteria established for this study. five subject areas were perceived to have first priority in the AGOU. These areas were Islamic and Arabic studies. general cultivation. social services. training. and resource development. The remaining nine subject areas were perceived as having second priority among those suggested for the AGOU. Finally. none of the suggested subject-matter areas was perceived as undesirable. Finance. Items 74 through 77 were intended to elicit respondents' perceptions about the financial resources of the suggested AGOU. In Item 74. the respondents were asked whether they agreed or disagreed that the established costs and yearly budget of the AGOU should be supplied mainly by the Arab Gulf States' fund. Table 20 shows that 84.4% of the respondents agreed that government grants should be the main financial resource of the AGOU; 15.1% did not agree. Those who did not agree about this source of funds were asked to suggest other financial resources. The following is a summary of their suggestions. --Grant from private organizations. --Donations and gifts. '\ 118 Table 20.--Financial resources of the suggested Arab Gulf Open Univer- sity. Item Title Category Label Number Percent No. 74 Financial The AGOU budget should come from government funds: Disagree 27 15.1 Agree 151 84.4 Missing 1 .6 Total 179 100.0 75 Cost It is expected that the per-student cost in the AGOU. in comparison with Arab Gulf conventional universi- ties. would be: Very inexpensive 16 8.9 Less expensive 94 52.5 Almost the same 33 18.4 More expensive 15 8.4 Very expensive 14 7.8 Missing 7 3.9 Total 179 100.0 76 Instructional For instructional materials materials such as books. tapes. etc.. students should pay: None of the cost (free) 6 3.4 25% of the cost 44 24.6 50% of the cost 65 36.3 75% of the cost 23 12.8 All of the cost 38 21.2 Missing 3 1.7 Total 179 100.0 119 Table 20.--Continued. Item Title Category Label Number Percent No. 77 Tuition For some programs. especially those leading to degrees. it is suggested that students pay tuition as follows: None of the program's cost 14 7.8 5% of the program's cost 24 13.4 10% of the program's cost 21 11.7 15% of the program's cost 17 9.5 20% of the program's cost 59 33.0 More than 20% of the 40 22.3 program's cost Missing 4 2.2 Total 179 100.0 --Seventy-five percent from the government and 25% from private organizations. --Islamic endowments. --Student tuition. --Sale of instructional materials produced by the AGOU. --Investments. --Research. Although the preceding suggestions could all be used as secondary financial resources. the main source of funds should be government grants. according to a majority of the respondents. In addition. educators writing about the experiences of open universities in other countries have indicated that without sufficient financial support from the government. the open university cannot continue. as 120 was the case with the Open University of Mid-America (McNeil 8 Wall. 1983). Item 75 was related to respondents' expectations about the per- student cost in the suggested AGOU in comparison with that in other Arab Gulf universities. Participants were to check one of five responses. ranging from very inexpensive to very expensive. Table 20 shows that 7.8% of the respondents expected that the AGOU would be very expensive in comparison with other Arab Gulf universities. whereas 8.9% expected that it would be very inexpensive. On the other hand. 18.4% of the respondents expected the AGOU's costs would be almost the same as thoseiof conventional universities. ‘Those who believed the AGOU would be more expensive comprised 8.4% of the respondents. in contrast to the majority of individuals (52.5%) who expected that the AGOU would be less expensive than conventional Arab Gulf universities. Respondents were also asked to indicate what percentage of the cost of instructional materials the AGOU should pay (Item 76). Five response options were given. ranging from none of the cost (free) to all of the cost. As shown in Table 20. 3u4% of the respondents preferred that instructional materials should be free. in contrast to 21.2% of the respondents who preferred that students pay all of the instructional-materials costs. Another 12.8 percent of the respondents said students should pay 75.0% of the costs. 24.6% said they should pay only 25% of the costs. and the largest group of respondents (36.3%) believed that students should pay 50% of the instructional-materials costs. 121 In Item 77. respondents were asked to indicate how much tuition they thought AGOU students should pay for educational programs. espe- cially those leading to a degree. They were given six response options. ranging from none of the progranfls cost to more than 20% of its cost. Table 20 shows that 7.8% of the respondents said students should pay no tuition. 13.4% said students should pay 5% of the program cost. 11.7% said they should pay 10% of the program cost. 9.5% thought they should pay 15%. and 2243% thought students should pay more than 20% of the program cost. However. the largest group of respondents (33.0%) believed that students should pay tuition fees amounting to 20% of the program cost. WW1 WM. In Item 78. respondents were asked to give their comments and suggestions about the suggested AGOU's organizational structure and administration and finance. ‘The following is a summary of their responses. --The AGOU should be given full autonomy in its administration and finances. It should offer an annual financial report approved by accounting professionals. --The cost should be shared among the Arab Gulf States according to the proportion of their populations. --The AGOU should be organized according to program instead of college. --What students pay for instructional materials should vary from one course to another. depending on their cost and the students' financial ability. 122 AssessmentJLtheJeedJm: W Bosoaroh_flua§tion_2: To what extent do the University Council members assess the need to establish the suggested open university? Two steps were followed in seeking an answer to the second research question. The first was to assess the need for each of four major programs the AGOU may offer. according to respondents' perceptions of its degree of importance for the groups of people who might benefit from it. Respondents rated each program's importance for each specific group. using a five-point scale ranging from not important (1) to most important (5). The second step in answering this research question was to assess the need for establishing the AGOU as a whole. Table 21 presents respondents' mean ratings of the importance of programs leading to an academic (bachelor's) degree for the seven groups of people who may benefit from such programs. According to the rank order of their means. the people respondents thought might benefit from bachelor's degree programs were elementary school teachers. administrators. housewives. employees. professionals. and finally armed forces personnel. Teachers were expected to be the group who would benefit most from programs leading to a B.A. degree (mean = 3.99). whereas armed forces personnel were expected to benefit least (mean = 3.13). The dispersion of responses was relatively small; standard deviations ranged from 1.00 to 1.22. 123 Table 21.-~Mean ratings of importance of programs leading to an academic (bachelor's) degree. by group expected to benefit. Rank Order Group N Mean S.D. 1 Teachers 179 3.99 1.11 2 Administrators 179 3.64 1.00 3 Housewives 179 3.63 1.12 4 Employees 179 3.52 1.01 5 Professionals 179 3.46 1.22 6 Armed forces personnel 179 3.13 1.12 Overall 3.56 1.10 Table 22 presents respondents' mean ratings of the importance of updating and training programs for the groups of people who might benefit from those programs. The purpose of this type of program is to update people concerning new information and developments in their fields. Respondents expected that teachers would receive the most benefit from updating programs (mean = 4.07). whereas experts would receive the least benefit (mean==3.69). The dispersion of responses related to teachers was the lowest (S.D.= 1.06). and it was greatest for experts and doctors (S.D. = 1.28). Respondents' mean ratings of the importance of associated and cultivated programs for nondegree purposes for selected groups of people who might benefit from them are presented in Table 23. Again. respondents expected that teachers would receive the most benefit from such programs (mean = 3.97). Armed forces personnel and employees were next in order (means = 3.81). whereas administrators were third (mean = 124 3.78). Respondents thought that scientific professionals. doctors. and engineers would benefit the least from associated and cultivated programs; the lowest mean (3.63) was for engineers. The lowest standard deviation was for employees (S.D. = 0.91). whereas the highest was for engineers (8.0. = 1.05). Table 22.--Mean ratings of importance of updating and training programs. by group expected to benefit. Rank Order Group N Mean S.D. 1 Teachers 179 4.07 1.06 2 Professionals 179 3.99 1.07 3 Scientists 179 3.90 1.11 4 Doctors 179 3.83 1.28 5 Engineers 179 3.83 1.21 6 Administrators 179 3.77 1.09 7 Experts 179 3.69 1.28 Overall 3.87 1.16 Table 23.-~Mean ratings of importance of associated and cultivated programs for nondegree purposes. by group expected to benefit. Rank Order Group N Mean S.D. 1 Teachers 179 3.97 .97 2 Armed forces personnel 179 3.81 .95 3 Employees 179 3.81 .91 4 Administrators 179 3.78 .92 5 Scientists 179 3.70 1.01 6 Doctors 179 3.64 1.04 7 Engineers 179 3.63 1.05 Overall 3.76 .98 125 The fourth and last major type of program was social and nonformal educational programs. Respondents'mean ratings of these programs for selected groups are presented in Table 24. according to rank order. In the respondents' estimation. illiterates would be the group most benefited by such programs (mean = 4.06). while students would receive the least benefit (mean = 3.81). Receiving moderate benefit would be children (mean = 4.01). women (mean = 3.91). farmers (mean = 3.90). and laborers (mean = 3.84). In terms of dispersion. the standard deviation for farmers was the lowest (1.03) and that for children was the highest (1.18L Table 24.--Mean ratings of importance of social and nonformal educa- tion programs. by group expected to benefit. Rank Order Group N Mean S.D. l Illiterates 179 4.06 1.14 2 Children 179 4.01 1.18 3 Women 179 3.91 1.08 4 Farmers 179 3.90 1.03 5 Laborers 179 3.84 1.07 6 Students 179 3.81 1.11 Overall 3.92 1.10 Table 25 presents the respondents' ratings of the benefit of the four major programs suggested for the AGOU. rank ordered by overall means. Respondents perceived social and nonformal educational programs as the most beneficial because the overall mean for these programs was 126 3.92 (4.00 = very important). The second most beneficial program. according to mean ratings. was updating and training programs. which had an overall mean of 3.87. Associated and cultivated programs for nondegree purposes were third in rank order (overall mean = 3.76). Finally. programs leading to an academic (bachelor's) degree had the lowest perceived importance (overall mean = 3.56) as a program of the AGOU. The overall dispersion among responses was lowest for associated and cultivated programs (S.D. = 0.98). and it was highest for updating and training programs (S.D. = 1.16). Table 25.--Benefit of the four major programs suggested for the AGOU. rank ordered by overall means. Rank Order Major Program N Mean S.D. 1 Social and nonformal 179 3.92 1.10 educational programs 2 Updating and training 179 3.87 1.16 programs 3 Associated and cultivated 179 3.76 .98 programs for nondegree purposes 4 Programs leading to aca- 179 3.56 1.10 demic (bachelor's) degree Overall 3.78 1.09 Examining the four major programs presented in Table 25 as a whole. the overall mean for those programs was 3.78. and the overall standard deviation was 1.09. This finding indicates that the 127 respondents perceived the need for establishing the AGOU as very important. based on their assessment of the degree to which its programs would benefit particular groups of people. Item 83 in the questionnaire was one of major importance. Respondents were asked to assess to what extent there is a need to establish an open university in the Arab Gulf States. Table 26 presents the perceptions of respondents from each of the five Arab Gulf States. as well as of the total respondent group. with respect to the need for establishing an open university. Need was assessed using a five-point scale ranging from no need at all (1) to very strong need (5). A rating of 3 indicated a normal need. In the case of the United Arab Emirates. 15.9% of the respondents believed there was little need for establishing an open university. in contrast to 30.8% who believed there was a strong or a very strong need. A majority of respondents (53.8%) believed there was a normal need for establishing an open university. The mean rating of Emirates respondents was 3.39. and the standard deviation was 1.04. Thus respondents from the Emirates had the second highest mean rating of need among respondents from the five Arab Gulf Countries. As for Bahrain. a majority of respondents (52.4%) believed there was a strong need or a very strong need to establish an open university. In contrast. only 9.6% believed there was little need or no need at all. The remaining 38.1% believed there was a normal need to establish an open university. The mean rating for Bahraini respondents was 3.48. and the standard deviation was .93. Accordingly. .nnanam c_au anta ago c_ >u_mco>_c: _mco_uco>coo Locuo >cm mc_;m__nmumo Lo» come one ou aco_m>_:eo on ou cococ_mcoo mm: coo: .meLOc .momoacaa m_m>_mcm com .momcoamoc ocu mo co_umuocacopc_ cam c0m_cmaeoo ecu >mmcm_o ohm - N a m _ N Laeto Nana mN_ 4N. N a. _N m. 2 No._ aN._ No. mN. mm. so._ .a.m mmé mm.m mN.m oo.m m: mm.m memo: o.oo_ mN_ c.00— aN_ o.oo_ N o.oo_ a. o.oo_ .N o.oo_ m. _ncoN w N.ON Nm NAN an m..: . ..N _ m.m N ..MN m can: 983... in; ..n. .. ..ON om m.N_ MN m.mN N ..N _ m.Na m N.N _ nan: acotom .a m.mm mo N4} ma N.NN N new m ..mm m m.mm N name: .862 .m N.a_ mN m.e_ _N a.mN N a._N m N.: _ m.m_ N van: n_aa_s .N m.a m o.m N -- - -- - m.a _ -- - __n on one: 02 ._ N z N z N z N z N z N z .aans Ntoananu .muOH w_nmc< _c:mm u_m3:x Lmuwd c_mcsmm moumc_Em .>u_mco>_c= coao m_:o acc< ecu chme_nmumo.cow coo: ecu mo chNuaooLoa .mucoccoamoxii.w~ o_nmh 129 respondents from Bahrain had the highest mean rating of need among respondents from the five Arab Gulf States. Looking at Qatar. a majority of respondents (64.3%) believed there was only a normal need for establishing an open university. whereas 21.4% believed there was little need to do so. In contrast. only 14.2% believed there was a strong or a very strong need for establishing the suggested open university. Qatari respondents had the lowest mean (3.00) among the States and the second smallest standard deviation (.79). It should be noted here that Qatar. which has the smallest population of the Arab Gulf States (see Table 3). has a large university relative to its population size. As for Kuwait. which had the fewest respondents (only seven persons or 3.9% of the total participants) two respondents (28.6%) believed there was little need. two (28.6%) believed there was a normal need. and two more (28.6%) believed there was a strong need for estab- lishing the open university. One individual (14.3%) believed there was a very strong need to establish an open university. The mean rating for Kuwaiti respondents was 3.29. and the standard deviation was 0.62. This mean rating of need was fourth highest among respondents from the five Arab Gulf States. As for Saudi Arabia. 34.7% of the respondents believed there was a normal need for establishing an open university. whereas 22.5% believed there was either little need or no need at all. In contrast. 42.7% believed there was a strong or a very strong need for establishing an open university. The mean response for Saudi 130 respondents was 3.39. and they had the highest dispersion among the respondent groups (1.24). Like respondents from the Emirates. Saudis' mean rating of need had a rank order of two. Looking at the overall responses. the results indicated that 38.5% of the respondents believed there was a normal need for establishing an Arab Gulf open university. and 20.7% of them believed establishing an open university was unnecessary (little need or no need at all). In contrast. 40.8% of the respondents believed that there was either a strong or a very strong need to establish an open university. Finally. the overall mean of the responses was 3.36. and the standard deviation was 1.12. Considering that ratings of normal need ranged from 2.51 to 3.50. and according to the interpretation of normal need: given in Table 26. it might be concluded that the respondents believed there was as much of a need for establishing an open university in the Arab Gulf States as there was for establishing any conventional univer- sity. Chi-square analyses were performed to determine if there were differences in the perceptions of need for establishing an open university among respondents from various Arab Gulf States or between respondents from Saudi Arabia and those from other Arab Gulf States. The results of these tests are presented in Tables 27 and 28. The results shown in Tables 27 and 28 indicate that no differ- ences were identified in the perceptions of need among respondents from various Gulf States or between respondents from Saudi Arabia and those from other Gulf States. 131 Nm. n oucco_m_cm_m w u we NNNN.m u o:_w> ocmaemi_;u c.oo_ mn_ m.mm :N. m.m N w.n :. N... .N m.N m. .muOk N.oa MN N.Na mm m.Na m «.4. N s.Nm __ N.om a can: acotam m.wm mo N.:m ma m.mN N m.am m ..mm m w.mm N coo: .mELoz n.0N Nm o.NN wN m.wN N :._N m m.m N :.m_ N coo: mmoc N z N z N z N z N. z N z cooz .mu0h m_nmc< _c:mm u_m3:x Lmumd c_mccmm moumL_Em .oumum .mucoccoamoc ccm >u_mco>_c: coco cm mo ucoE;m__nmumo ocu Low coo: mo _o>o_ coozuon a_;mco_um_oc ozu mo mmm>_mcm economimco mo mu_:momii.NN o_amh 132 Table 28.--Results of chi-square analysis of the relationship between level of need for the establishment of an open university and respondents' state (Saudi Arabia/other states). Saudi Arabia Other States Total N % N % N % Less need 28 22.6 9 16.4 37 20.7 Normal need 43 34.7 26 47.3 69 38.5 Strong need 53 42.7 20 36.4 73 40.8 Total 124 69.3 55 30.7 179 100.0 Chi-square value = 2.6605 df = 2 Significance = .26 Finally. in answer to the second research question. according to respondents' perceptions the suggested programs for the AGOU would provide very important benefits to many groups of people. In addition. respondents assessed the need for establishing an open university to be as high as that for establishing any conventional university. WW WOO W: How do the University Council members view the feasibility of establishing an open university? Two steps were followed in seeking an answer to the third research question. First. respondents were asked to assess the difficulty of specific problems that may hamper the feasibility of offering each element considered to be essential for establishing the AGOU. This was done using a five-point scale ranging from no problem at all (1) to very difficult (5). Second. respondents were to assess 133 the possibility of and time needed for developing soflution(s) to each of those expected problems. They did so using a five-point scale with l = they need less than 3 years. 2 = they need from 3 to 6 years. 3 = they need 6 to 10 years. 4 = they need more than 10 years. and 5 = it is impossible to solve this. Table 29 presents the respondents' perceptions about the expected degree of difficulty of problems that may hamper the feasibil- ity of 18 essential elements considered necessary for establishing the AGOU. Those elements are ranked according to the perceived difficulty of implementation. Two of the elements that respondents considered difficult were production and preparing curriculum materials (means = 3.46 and 3.45. respectively). The second level of difficulty included finding experts and specialists. teaching staff. laboratories. and other facilities. These factors had means between 3.00 and 3.40. The normal level of difficulty included finding professional staff. equip— ment. financial resources. buildings. libraries. TV and radio broad- casting. distribution of materials. printing press. and local centers. These factors had means between 2.60 and 3.00. At the bottom of the list were difficulties in finding administrators. mail and communica- tion services. and other staff (means between 2.20 and 2.60). In terms of dispersion of responses. the factors related to equipment and production of curriculum materials had the lowest standard deviations (0.85 and 0.86. respectively). Radio and TV broad- casting had the highest standard deviations CL06 and'L04. respec- , tively). 134 Table 29.—-The expected degree of difficulty of problems that may hamper the feasibility of each essential element needed for establishing the Arab Gulf Open University. Rank Item Order 80-- Statement N Mean S.D. l 15 Production of curriculum materials 178 3.46 .86 2 14 Preparation of curriculum materials 179 3.45 .93 3 3 Experts and specialists 179 3.30 .97 4 2 Teaching staff 179 3.24 .96 5 9 Laboratories and other facilities 178 3.02 .94 6 5 Professional staff 179 2.97 .95 7 8 Equipment 178 2.93 .85 8 1 Financial resources 179 2.83 .95 9 7 Buildings 178 2.83 .91 10 13 Libraries 178 2.83 1.01 11 10 TV broadcasting 178 2.81 1.04 12 16 Distribution of curriculum materials 175 2.69 .91 13 12 Printing press 179 2.68 .99 14 18 Local centers 178 2.62 .95 15 11 Radio broadcasting 177 2.62 1.06 16 4 Administrators 179 2.59 .94 17 17 Mail and communication services 179 2.43 1.03 18 6 Other staff 176 2.19 1.01 Note: Mean scores were based on the following scale: Table 30 presents the respondents' From 1.00 to 1.80 = From 1.81 to 2.60 = Easy problem From 2.61 to 3.40 = Normal problem From 3.41 to 4.20 = From 4.21 to 5.00 = No problem at all Difficult problem Very difficult problem assessment of the possibility of and the time needed for developing solutions to the expected problems hampering the feasibility of offering each of the 18 listed elements. Production and preparation of curriculum materials had the highest means among the elements listed in the table (2.21 and 2.12. respectively). Finding experts and specialists were at the third 135 level (mean = 2.08). according to the scale included at the end of Table 30. It was expected that the AGOU would need from 3 to 6 years before being able to offer those three essential elements. Respondents also expected that it would take the same period (3 to 6 years) to be able to obtain each of the following elements: buildings. teaching staff. laboratories and other facilities. libraries. equipment. and financial resources. All six of these elements had means between 1.92 and 1.99. For the remaining nine essential elements. respondents expected that the AGOU could obtain them during the first three years of operation. Those nine elements included professional staff. radio and TV broadcasting. printing press. distribution of materials. local centers. administrators. mail and communication services. and finally other staff. All nine elements had means ranging from 1.36 to 1.77. In terms of dispersion among responses. the results shown in Table 30 indicate there was relatively little dispersion. The standard deviations ranged from 0.67 in the case of male services to 0.92 for teaching staff. Based on the participants' responses to Items 80 and 81 in the questionnaire. the third research question can be answered by stating that respondents perceived that establishing an open university in the Arab Gulf States would be feasible and possible. They expected it would take at least six years before the AGOU could begin the first stage of its activities. 136 Table 30.--Assessment of the possibility of developing solution(s) to the problems hampering each essential element needed for establishing the Arab Gulf Open University. Rank Item Order 80~— Statement N Mean S.D. l 15 Production of curriculum materials 179 2.21 .82 2 14 Preparation of curriculum materials 178 2.12 .87 3 3 Experts and specialists 178 2.08 .91 4 7 Buildings 176 1.99 .91 5 2 Teaching staff 177 1.95 .92 6 9 Laboratories and other facilities 176 1.94 .84 7 10 Libraries 172 1.93 .83 8 8 Equipment 179 1.93 .83 9 1 Financial resources 178 1.92 .91 10 5 Professional staff 178 1.77 .83 11 10 TV broadcasting 173 1.72 .83 12 12 Printing press 176 1.67 .77 13 16 Distribution of curriculum materials 178 1.62 .74 14 11 Radio broadcasting 174 1.57 .77 15 8 Local centers 175 1.56 .70 16 4 Administrators 173 1.56 .78 17 17 Mail and communication services 175 1.49 .67 18 6 Other staff 171 1.36 .68 Note: Mean scores were based on the following scale: From 1.00 to 1.80 = They need less than 3 years From 1.81 to 2.60 = They need from 3 to 6 years From 2.61 to 3.40 = They need from 6 to 10 years From 3.41 to 4.20 = They need more than 10 years From 4.21 to 5.00 = It is impossible to solve W W : What kind(s) of assistance. if any. do the University Council members in each university expect their univer— sity to offer to the suggested open university? The purpose of this research question was to explore the atti— tudes of other Arab Gulf Universities toward the suggested AGOU. as perceived by their University Council members. The respondents were 137 informed that. in answering this question (Item 82). they placed their universities under no obligation to the suggested open university. Table 31 indicates that 90.5% of the respondents expected that their universities wou1d cooperate with and assist the AGOU in case of its establishment. Only 5% of the respondents did not expect their universities to provide such assistance. and 4.5% did not respond to this item. Table 31.--Expected assistance to the AGOU. Do you think your university would assist and cooperate with the AGOU? Number Percent Yes 162 90.5 No 9 5.0 No response 8 4.5 Tetal 179 100.0 The respondents who did not expect their universities to pro- vide assistance and cooperation were asked to give their reasons for that expectation. As shown in Table 32. 311 nine respondents cited lack of belief in distance teaching. Seven of them believed that their universities lacked the ability to offer such assistance. Finally. five respondents added a third reason. which was that enough universities already exist in the Arab Gulf States. 138 Table 32.--Reasons other universities might not offer assistance to the Arab Gulf Open University. Number of Reason for Lack of Respondents Respondents' Universities Lack of belief in 9 Emirates. Islamic. Umm Al-Qura. distance teaching Imam. and King Saud Are not able to 7 Emirates. Umm Al-Qura. girls' provide assistance colleges. and Bahrain Other--Enough univer- 5 Islamic. Petroleum. Umm Al- sities already exist Oura. King Saud. and Imam In Item 82. nine types of assistance were listed. and respondents were asked to check all of the types of aid their universities might offer. Respondents could also add other types of assistance they might expect their universities to provide. 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On the other hand. opponents argued that the open university's costs and efforts would exceed its benefits. 'They also argued that the AGOU would create some problems in the job market for its graduates. Finally. citing statistical and technical reasons. supporters thought a large proportion of the population needs the open university and would benefit from its programs by using the available technological facilities because existing universities are unable to provide adequate educational opportunities (see Tab1e239h. On the other hand. opponents said that there are already enough universities to serve the present student population. According to Tables 34 through 39. the number of proponents and their reasons for supporting the AGOU's establishment exceeded the number of opponents and their reasons. Specifically. the percentage of opponents was 37.2% in Table 39 as a maximum and 15.0% in Table 37 as a minimum. Conversely. the percentage of supporters was 85.0% as a maximum in Table 37 and 62.8% as a minimum in Table 39. Both groups offered valuable reasons to support their positions. and both of them should be considered when making decisions. If the open university is established. the opponents' opinions should be used as a focal point from which to explore the disadvantages and dysfunctions to avoid. 1" 148 ”N.mN . N0.:N .:00.00 NN om >0:0:00.. .0.0» o >00.0.._.. .0:0..0::. 0.0:.5..0 0.0: 0» :. m:.:.0.. ..0:. m:..0.0500 .0..0 >0:.0 .0:..:. .0. >..: -:..0000 30: 50:. 0>.0 0:0 :0..00:00 .00.::00. 0:0 0 .00.0:00.0 >..0 .0:0..000> :000 o. 0.:00:.0 0.0>..05 ...: aou< 0:» -.0>.:: :000 .0: .00.0:00.0 .00.::00. 0:0 .0:0..000> 00..:00. 00...::00 ..:o :0.< 0:. .0 .:0500.0>00 0:» N. >..>..0:00.0 0000.0c. 0:0 .0300:05 :0.0.0. 0>.0000x0 .0 50.:o.0 0:. N .:05>0.050 m:.>.00 :. >.0>...000 0.00.0...00 ...: Dou< 0:» 052:. 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The results favored estab- lishing a certain model of the open university system in the Arab Gulf States. with some priorities for different aspects of that model. The respondents thought it would be feasible for the open university to begin the first stage of its activities in at least six years. They also expected that the open university would receive assistance and cooperation from the other Arab Gulf universities in the five states. Although support for establishing the open university far outnumbered opposition to its establishment. opponents' reasons for their position should be considered to avoid the potential disadvantages of the open university. CHAPTER V SUMMARY. DISQJSSION. C(NCLUSIONS. AND RECOMMENDATIONS 50m BMW The primary purpose of this study was to assemble guidelines for establishing an open university in the Arab Gulf States. To achieve this goah. the writer explored the perceptions of University Council members of universities in five of the seven Arab Gulf States (Bahrain. Kuwait. Qatar. Saudi Arabia. and the United Arab Emirates) regarding a suitable model for the Arab Gulf Open University (AGOU). as well as the need for and the feasibility of establishing such a univer- sity. The researcher attempted to answer the following research ques- tions: ‘ 3555a£§h_0055119n_1: How do the University Council members in the five defined Arab Gulf States perceive each aspect of the suggested model of the open university: These aspects are (a) Strategy and Objectives. (b) Policies. (0) Admission. (d) Curricula and Courses. (e) Study System for Degree. (f) Teaching Methods. (9) Student Evaluation. (h) Organization. and (1) Finance. Beggargn_gugsjlgn_z; To what extent do thelJniversity Council members assess the need to establish the suggested open university? W: How do the University Council members view the feasibility of establishing an open university? 151 152 W: What kind(s) of assistance. if any. do the University Council members in each university expect their univer- sity to offer to the suggested open university? Emsgdums Guided by the research questions and information provided by the review of literature. the researcher developed the research ques- tionnaire. The questionnaire comprised 85 items in three parts. The first part of the instrument sought demographic information about the respondents. The second part was related to Research Question 1 and pertained to establishing a suggested model for the AGOU. The third part was designed to assess the need for and the feasibility of estab- lishing the A601 and was related to Research Questions 2. 3. and 4. The target population comprised all 251 members of the Univer- sity Councils of the 12 universities or university colleges in five Arab Gulf States: Bahrain. Qatar. Kuwait. Saudi Arabia. and the United Arab Emirates during academic year 1985-86. All of these University Council members were included in the study. Usable responses were received from 179 persons or 71.32% of the total population. The researcher visited each university in each of the five Arab Gulf States to collect the completed questionnaires. Several descriptive statistical techniques were used to analyze the data. including frequencies. percentages. ranges. means. and standard deviations. The data concerning Research Questions 1. 2. and 3 were analyzed and presented according to the perceptions of the total respondent group. In two cases. data were also analyzed according to respondents' state because those two cases were considered major 153 questions in the study. 1hose cases concerned the strategic goals of the suggested PGCU (Items 5 through 7). related to Research Question 1. and the need for establishing the PGOJ. related to Research Question 2. To answer Research Question 4. data obtained from Item 82 were analyzed and presented according to university. Chi-square tests were used to determine whether differences existed in perceptions of the need for establishing the AGOU (Item 83) among respondents from the five Arab Gulf States and also between Saudi respondents and those from the other Arab Gulf States. findings Why, Respondents were relatively homogeneous in terms of occupation. level of education. and gender. All of the respondents were members of the University Councils in five Arab Gulf States or the Subinstitutional Council in some universities or university colleges in these states. The majority of respondents (86.0%) were both academi- cians and administrators. had a doctorate degree (89.9%). and were males (89.9%). Respondents were relatively heterogeneous in terms of their field of study and country of the institution from which they had graduated. Their distribution among the Arab Gulf States and universi- ties was associated with the number of universities that existed in each state and the size of each university. W How do the University Council members in the five defined Arab Gulf States perceive each aspect of the suggested model of the open university: These aspects are (a) Strategy and 154 Objectives. (b) Policies. (c) Admission. (d) Curricula and Courses. (e) Study System for Degree. (f) Teaching Methods. (9) Student Evaluation. (h) Organization. and (i) Finance. The major findings regarding the suggested model for the AGOU were as follows. 1. W15. Educational goals had the highest importance in the perception of respondents from Bahrain. Qatar. Kuwait. and Saudi Arabia but were ranked second by United Arab Emirates respondents. Cul tivational goals were ranked second by respondents from Bahrain. Kuwait. and Saudi Arabia but third by those from the remaining two states. Offering degrees was ranked first by Emirates respondents. second by those from Bahrain and Qatar. and third by Kuwaiti and Saudi Arabian respondents. The entire respondent group perceived educational goals as the first priority (mean = 3.87) and cultivation and offering degrees as the second priority (lowest mean = 3.51). The highest dispersion of responses was in terms of offering degrees. and the lowest was in terms of educational goals. However. all three of the strategic goals were ranked at the very important level for the AGOU. 2. 01219311105. According to the perceptions of respondents from the five Arab'Gulf States. the following objectives were ranked as having first priority for the AGOU model: (a) improving use of the standard Arabic language; (b) emphasizing the Islamic teaching; (0) supporting human-resource development; (d) developing scientific and technological thinking; (e) strengthening cooperation and integration among Arab Gulf countries; (f) giving youths an opportunity to use 155 their leisure time in study; (9) increasing the mutual approach between Arab Gulf States and the Arab and Mosl em world: (h) using television and video in education; (1) providing for education and training; (j) preparing. producing. and distributing standard scientific materials; and (k) participating in cultivation and development. Second-priority objectives for the AGOU were (a) taking advantage of the Arabic satellite; (b) providing further accessibility to higher education; (c) helping rural development; (d) participating in scientific research; and (e) helping to alleviate problems stemming from the increasing number of applicants seeking admission to universities The highest- ranked objective of the AGQ) had a mean of 4.29. and the lowest-ranked objective had a mean of 3.29. 3. m. To carry out the open university's strategic goals and objectives. the respondents suggested that the AGOU model place first priority on the following programs: (a) associated and continuing educational programs for nondegree purposes. (b) social and nonformal educational programs. (0) inservice training programs. and (d) on-the-job training and updating programs in the arts and humanities. Of second priority were (a) on-the-job updating programs for specialists in scientific fields. (b) programs for children. (0) programs for public school students (K-12). (d) programs for changing one's major or employment. and (e) undergraduate programs leading to degrees. In terms of the AGQJ's policies. the highest-ranked program had a mean of 4.00. and the lowest-ranked program had a mean of 3.49. 156 4. Admission. Because the basic purpose of the AGOU is to complete the mission of conventional universities and technical and vocational education institutions and not to be in competition with them. the minimum age for admission to programs leading to the bachelor's degree in the AGQJ should be 22.5 years. Applicants should possess a secondary school certificate. In terms of admission to training programs. the majority of respondents (73.2%) agreed that such admission should be arranged by the open university and the concerned agencies because each situation would be unique. In terms of programs and courses that do not lead to a degree. the majority of respondents (84.3%) agreed that such courses and programs should have open admission with no restrictions but that the faculty could specify conditions if necessary. 5. Wags. According to the respondents' perceptions. in preparing the AGOU's curricula and courses. the main principles should be (a) based on the Islamic view of human beings. the universe. and life (mean = 4.58); (b) outlined and defined by the concerned college or department (mean = 4.5l); (c) prepared by a "course team" that includes academic experts on the subject (mean = 4.57). educational technologists (mean = 4.05). broadcast-media spe- cialists (mean = 3.90). specialists in Islamic and Arabic studies (mean = 3.8). and an author or authors (mean = 3.63); (d) evaluated during an experimental period (mean = 4.26); and (e) in general. offered at several levels starting with the foundation level. which assumes no prior knowledge of the subject (mean = 3.83). According to the 157 criteria established for this study. all of the principles were consid- ered of first priority except for author(s) participating on the "course team." which was considered of second priority. 6. W193 The respondents evidenced little agreement concerning a suitable study system for offering degrees in the AGOU. Specifically. 36.3% preferred implementing a system similar to the Intisab system at King Abdul Aziz University. 38.5% preferred a method like the British Open University system. and the rest offered different opinions. In terms of the kinds of degrees to be offered by the ASCII. the largest group of respondents (42.5%) preferred offering a professional B.A. degree in arts and B.S. in science. 26.8% preferred offering a professional B.A. in arts and a general B.A. in science. and 24.0% preferred offering a general B.A. degree in arts or science. However. granting a professional B.S. degree in science from the open university is still discouraged according to the literature (see p. 30) and is not supported by the experience of such famous open universities as the British Open University. Accordingly. the researcher presents the results regarding respondents' perceptions concerning the study system for degree and the types of degrees to be offered by the PGCIJ for further study and discussion by experts. 7. WM. Several teaching methods were suggested for use by the AGOU. and all of them were approved in varying degrees by the respondents. Those teaching methods were (a) audio and video tapes (mean = 4.54). (b) practical training in the field of work (mean 158 = 4.48). (c) television (mean = 4.48). (d) tutors (mean = 4.43). (e) computer services (mean = 4.43). (f) residential schools for certain periods (mean = 4.38). (g) telephone services (mean = 4.3l). (h) correspondence materials (mean = 4.02). (i) radio (mean = 3.84). (j) "home experiment kits" (mean = 3.81). and (k) conducting the practical (training) part of the curriculum through the coordination of concerned agencies. supervisors. and open university experts (mean = 3.29). All of these teaching methods were ranked in the first level of priority except the last one. which was considered of second priority. 8. StudemLJnaflyatign According to the study participants. student evaluation in the AGOU should include (a) a comprehensive written final examination for each credit course (mean = 4.50). (b) several essay assignments and/or projects commented on and graded by tutors (mean = 4.27). and (c) multiple-choice assignments (mean = 4.l4). For each course. examination results should count for 60% of the grade. and other assignments should be worth 40% (mean = 4.0T). To pass a course. students should achieve at least.60% of the possible score on the final examination. as well as 60% of the possible score on assignments (mean = 4AM». The final examination should be controlled by a secret system to maintain high academic standards (mean = 3.97). All of the suggested evaluation policies were considered of first priority in terms of importance. 9. QLgan1za119n_and_administratlon. The largest group of respondents (48.6%) preferred that the PGOJ be fully autonomous in its administration. financing. and academic affairs--di rected by a supreme 159 council from the Arab Gulf States and establishing its own programs. branches. and local centers. The other alternatives were partial autonomy (13.4%). each state establishing its own open university (20.7%). and other suggestions made by respondents (l6.8%). Another suggestion was that the AGOJ be established. as a fully autonomous open university. by Saudi Arabia because this state is the largest in terms of area and population and is located closer to the other Arab countries. such as Yemen. Jordan. Syria. Sudan. and Egypt. which may benefit from this open university. Seventy-seven percent of the respondents agreed that a member from each of the other Arab Gulf universities should represent his university on the AGOJ Council and facilitate the necessary cooperation between the universities. Concerning television and radio broadcasting. 603% of the respondents agreed that the AGOU should use the available channels owned by the Ministry of Information in each state. whereas 33.0% of the respondents thought the AGOU should establish its own broadcasting channels. The needed manpower for the AGOU. including faculty. professionals. and experts. should be employed on both full-time and part-time bases. according to about 85% of the respondents Two major subject areas for the AGOU were recognized. The first was academic colleges and/or departments. which might or might not offer academic degrees. such as Islamic and Arabic studies. arts. social science. education. economics and administration. resource 160 development. pure science. and mathematics. The second area was sections. which would provide education. updating. and training without offering an academic degree. such as medical science. engineering technology. training. general cultivation. social service. and research. The following colleges and sections were considered of first priority: (a) Islamic and Arabic studies (mean = 4.26). (b) general cultivation (mean = 4.18). (c) social services (mean = 4.17). (d) training (mean = 3.91). and (e) resource development (mean = 3.78% The following colleges and sections were considered of second priority: (a) economics and administration (mean = 3.68). (b) arts and human studies (mean = 3.60). (c) social science (mean = 3.59). (d) research (mean = 3.57). (e) technology (mean = 3.49). (f) education (mean = 3.47). (9) science and math (mean = 3.46). (1) medical science (mean = 3.24). and (j) engineering (mean = 3.60). lo. finance. The majority of respondents (84.4%) agreed that the AGOU should receive its financial support primarily from government funds. Most of them (6L4%) expected that the AGOU would be less expensive than other Arab Gulf universities in terms of per-student cost. Concerning instructional materials. including books. tapes. and other items. the largest group of respondents (36.3%) thought that students should pay 50% of the cost. Finally. the largest group of respondents (33.0%) preferred that students enrolling in some programs. especially those leading to a degree. should pay 20% of the program costs as tuition. 161 W To what extent do the University Council members assess the need to establish the suggested open university? To answer this question. two aspects were assessed: the importance of each major program that might be offered by the AGOU and the various groups of people who would benefit from the program. as well as the need to establish the #601. In terms of the first aspect. four major programs were considered: social and nonformal education. updating and training. associated and cultivated programs. and programs leading to a B.A. degree. Respondents assessed social and nonformal education programs to be the most important and beneficial (overall mean = 3.92). The groups of people whom respondents thought would benefit from these programs were illiterates. children. women. farmers. laborers. and students. Rated second most important were updating and training programs (overall mean = 3.87). The groups of people whom respondents thought would benefit from such programs were teachers. professionals. scientists. doctors. engineers. administrators. and experts. Rated third in importance were associated and cultivated pro- grams (overall mean = 3.76). The groups of people respondents thought would benefit from such programs were teachers. armed forces personnel. employees. administrators. scientists. doctors. and engineers. The last major type of program was those leading to an academic (bachelor's degree (overall mean = 3.56). The groups of people who might benefit from such programs were teachers. administrators. housewives. employees. and armed forces personnel. 162 The grand overall mean for the four major programs of theIAGOU was 3.78. and the grand overall standard deviation was 1.09. This finding indicated that the respondents perceived the need for establishing the PGOJ as very important. based on their assessment of the degree to which its program would benefit particular groups of people. Regarding the necessity of establishing the AGOU. the findings indicated that respondents believed there is a normal need for establishing the suggested AGOU (overall mean = 3.36. S.D. = 1.02). The interval of normal need ranged from 2.51 to 3.50. Thus. the researcher interpreted the finding to indicate that respondents perceived the need for establishing the AGOU to be as great as that for establishing any conventional university. Chi-square test results indicated this study was unable to detect significant differences in perceptions of need among respondents from various Arab Gulf States or between respondents from Saudi Arabia and those from other Gulf States. W: How do the University Council members view the feasibility of establishing an open university? To answer the third research question. respondents were asked to assess both the difficulty of certain problems that may hamper the feasibility of offering each element considered essential for establishing the AGOU and. at the same time. the possibility of and time needed for developing sol ution(s) to those expected problems. 163 In terms of difficulty of problems. the results indicated that two essential elements-~production and preparation of curriculum material s--were expected to be difficult to offer (means of 3.46 and 3.45). Thirteen other essential elements were expected to pose normal problems. These elements were supplying experts and specialists. teaching staff. laboratories and other facilities. professional staff. equipment. financial resources. buildings. libraries. television broadcasting. distribution of curriculum materials. printing press. local centers. and radio broadcasting (means ranging from 3.30 to 2.62). Easy problems were expected to be providing administrators. mail and communication services. and other staff (means ranging from 2.59 to 2.19). In terms of the possibility of and time needed for developing sol ution(s) to the expected problems or. in other words. making it feasible to offer each element. the respondents estimated it would take six years to prepare and produce curriculum materials and supply experts and specialists. buildings. teaching staff. laboratories and other facilities. libraries. equipment. and financial resources The other nine elements could be supplied in three years. Briefly. the findings for Research Question 3 indicated that respondents thought it would be feasible and possible to establish the AGOJ and to begin the first stage of its activities within six years. W: What kind(s) of assistance. if any. do the University Council members in each university expect their university to offer to the suggested open university? In answering the fourth 164 research question. a majority of the respondents (90.5%) expected that other universities and university colleges in the five Arab Gulf States would cooperate with and assist the AGOJ in several important areas. including teachers. experts. researchers and specialists. profession- als. library services. laboratories. buildings. and printed materials. On the other hand. just 5.0% of the respondents did not expect any assistance from their universities. primarily because those universi- ties did not believe in distance teaching or were unable to assist. Discussion In the last two open-ended items in the questionnaire. respond- ents explained why they supported or opposed establishing the AGOU. The arguments of both groups were presented alongside each other in Tables 35 through 39 to provide an indirect discussion between supporters and opponents of the PGCIJ. In terms of education (Table 35). supporters saw the suggested AGOU as an important innovation that is necessary for educational development and improvement. as well as responding to increasing enrollment demands. They also believed in the possibility of its establishment. On the other hand. opponents doubted the possibility of establishing the open university and its ability to be a good school. They felt the existing Intisab system (external study) and the part- time study system offered by some universities are sufficient to fulfill the open university functions. Socially. supporters of the AGOJ believed that the open university would help citizens become developed. cultivated. and aware 165 of society's problems and how to overcome them (Table 36). Proponents also said the open university would support democracy in terms of education and facilitate cooperation among Arab Gulf States. Opponents. on the other hand. believed that the Arab Gulf society is still not aware of the open university--that it is a concept whose time has not yet come. In terms of religious and scientific reasons (Table 37). supporters of the PGOJ believed it would help raise the society's level of thought and knowledge and establish a scientific environment. Also. it would help emphasize the Islamic and Arabic culture. fulfill Islamic duties. and assert the concordance between religion and science. In contrast. opponents feared that the open university might have a deleterious effect on the society's religious. moral. cultural. and scientific status. In terms of economic and developmental reasons (Table 38). supporters argued that the open university would be a wise means of using limited educational resources and materials. dealing with the manpower shortage. and reducing functional illiteracy. In contrast. opponents argued that the open university's costs and the effort required would exceed its benefits. They also believed that the AGOU would create some»problems in the job market for its graduates. Finally. citing statistical and technical reasons. supporters thought a large proportion of the population needs the open university and would benefit from its programs by using the available technologi- cal facilities because existing universities are unable to provide 166 adequate educational opportunities (Table 39). Conversely. opponents said that there are already enough universities in the ArabiGulf to serve the present student population. In search of evidence to evaluate the arguments of supporters and proponents of the AGOU. Table 40 presents statistics for teachers to give an example of one of the groups expected to benefit from the AGOU. From educational leaders' and planners' point of view. to improve the quality of education it is recommended for elementary and kindergarten teachers and required for other teachers to be four-year college graduates. At the same time. this is the desire of a large number of teachers who are seeking admission to higher education pro- grams. especially in the Intisab system. According to Table 40. in 1982. 157.678 (94.5%) elementary school teachers in the seven Arab Gulf States did not have an under- graduate degree. nor did 6.884 (86.3%) kindergarten teachers. 4.008 (8.3%) intermediate school teachers. and 631 (1.4%) secondary school teachers. That same year. the number of teachers who had had no teacher training was 42.373 for the four levels of schools in the seven states. To that number should be added those teachers who need inserv- ice training or on-therjob updating. Such numerical evidence reveals that the goals of both educational leaders and teachers far exceed what the present educational system and methods can provide. However. differences of opinion regarding the open universityus establishment seem to be a normal phenomenon. For instance. in Great Britain. when Harold Wilson. leader of the Labour Party and former 167 .se-mm new _ mo_nmp .NNm_\_Nm_ mooaum c.3u amt< 0;. c_ cowumusem .mtococ co stommm _mu_um_umum .moumum m_3o ecu LOm cowumusum mo :mocam amc< EoLm wouaaeou vcm voumgm553m "ooL30m No.00. .mNOP wo.w: o_mEou No.Nm o_mz "xom ou mcmucooum mgocommu¢o ommucoocoa NN.¢~ Nw.mn &o.oo_ .muOk coN_u_ocoz co~_u_o ”>u__mco_umc ON mc_ucouom mcozomou mo ommucoocom wo.oo— Nw.o~ N~.m: No.0m .muoc moumum m_:u nmc< Locuo amt. m_nmt< _e=mm "moumum op mc_ucooum mcocomou so ommucoocoa N.m_ mum.~s m.sw .Nm.o~N N.~w .om.mo_ ~.Nm mmo.oo_ .moop N.0N ms~.m N.mn ome.mm :._ .mo m.mm mm~.ms Namecouam N.ON «so.o_ m.mn m_m.wm m.N Noo.s N._m smm.ss aum_eos.ouc_ o... 0mm.m_ s.wm _mm.ns_ m.sm NNe.Nm_ m.m m_~.m stabcoea_u o.Ns _mN.m o.mm sNN.s m.eN sNN.m N.m_ .mo._ cootmmtaec_x N z N z N z N z mEO_a_o LWc_:_mch mc~c_mch m.co_o;omm meo_a_o _m>mJ .oo:om £0005. Oz Lmfiummb can... mmmg m.LO—0£Umm mc_cpmch bosomok .0>o4 .mco_umo:um .Nwm_\_wm_ "mc_c_mcu Lozomou cam _o>o_ .mco_umo:co Cu mc_usooom .moumum $.3w nmc< co>om ozu cm A_o>o_ co_umu:vo Lesa”; ocu concav m_oo;om comumuaco .mcocom ecu cm mcozomOFuu.oq o_nmh 168 Prime Minister. proposed in a speech in Glasgow in September 1963 the creation of a "University of the Air" (later named the Open Univer- sity). much debate took place between the university's proponents and opponents. Young (l972) commented that the loudest criticism came from the higher education establishment and educationalists throughout England. "Almost all the existing universities and institutions of higher education and adult and further education establishments opposed the [open university] as unnecessary and too costly" (p. 11). In response to Wilson's Glasgow speech. the London W1 W (September 13. 1963) stated. "Mr. Wilson defeats his objec- tive by the sheer magnitude of his dream. Where. somebody ought to ask. are we going to get the money? Where are we going to get the manpower?" (in Young. 1972. p. 11). According to Young. Stuart MacClure. editor of the lime: Went. commented that "the hierarchical nature of British higher education is bound to resist and resent an institution designed to help people play leapfrog with hierarchical barriers." All of the critics offered suggestions as to how the open university could increase existing programs. but none of them wanted the open university to enroll students or to grant its own degrees. independent of the existing structure of higher education. Smith (in Young. 1972) suggested that the criticisms of the British Open University were basically of two kinds. The first was based on the concept of the university as providing an elitist educa- tion designed for a few individuals selected from the most able members 169 of the society and essentially requiring daily contact between teacher and students Any expansion in numbers necessarily would dilute the quality of the experience. "The proponents of the open university agreed to the value of the residential experience but conceded that an expansion of opportunity for the many was more important than preserv- ing the ideal of the university for the few" (in Young. 1972. p. 12). The second criticism Smith offered was that working-class individual 5' desire for a university degree has been overstated by proponents of the open university. What is desired. he said. is not intellectual train- ing of a university nature. but vocational programs. To convey the tone of the criticism of the British Open University. Young quoted from the W of September 13. 1963: The real trouble. however. with Mr. Wilson's plans is that they smack of a socialist idealism which is no longer necessary. It is as if he was setting out in 1963 to found the W.E.A. [Workers' Education Association. founded just after the turn of the century to provide non-vocational higher education for working men and women]. Many of his ideas would indeed by imaginative and adventurous in a country where physical difficulties hampered educational advance. But is it really necessary to extend education in Britain today as if we were living in the Australian outback? (p. 301) However. despite the criticisms and ideological and political differences between its opponents and proponents. the British Open University was established in 1969. In 1972 the W W one of the earliest and strongest critics of the open university plan. praised the British Open University's performance: "The Open University. for all doubts and skepticism which it aroused. seems well on the way to being accepted as one of the limited number of 170 really creative educational institutions since the Second World War" (in Young. 1972. p. 15). In the 19805. the British Open University has not only succeeded in gaining credibility among other universities. but it has also influenced higher education as a whole throughout the worl d. W Based on the study findings and the related literature. the following conclusions were drawn. 1. It appeared from the study findings that there were proponents and opponents of establishing the AGOU. Both groups offered valuable reasons to support their positions The number of proponents and their reasons for supporting the PGGJ's establishment exceeded the number of opponents and their reasons. The literature also provided support for establishing an open university. Both groups' opinions should be considered when planning or making decisions for the AGOU. Proponents can offer the guidance and justification for the AGOU. whereas opponents can provide a focal point from which to explore the disadvantages and dysfunctions to avoid. 2. The need for establishing the AGOU was assessed as being at least as great as the need for any conventional university. 3. There was no identified significant difference in the perception of need for the AGOU among respondents from various Arab Gulf States or between respondents from Saudi Arabia and those from the other four Arab Gulf States 171 4. The AGOU's programs would provide important benefits to many groups of people. including teachers. administrators. employees. armed forces personnel. professionals. doctors. scientists. engineers. children. illiterates. women. students. farmers. and other labor forces. 5. The most difficult of the AGOU's essential elements to be brought forth are preparation and production of curriculum materials. and then finding experts. specialists. and teaching staff. 6. It is feasible and possible for the mm to be established and to begin the first stage of its activities within about six years. 7. It is expected that other Arab Gulf universities will cooperate with and possibly offer some type of assistance to the AGQJ. 8. The strategic goals for the PGGJ should include education. cultivation. and offering bachelor's degrees. with greatest priority placed on educational purposes. 9. Four major programs that could be offered by the AGOU include (a) social and nonformal education. (b) updating and training. (c) associated and cultivated programs for nondegree purposes. and (d) prograns leading to an academic (bachelor's) degree. 10. For admission to a bachelor's degree program. students should be at least 22.5 years old and have a secondary school certifi- cate. Admission to other programs would generally be open. with no restrictions. 11. Curricula and courses should be based on the Islamic view of human beings. the universe. and life. These curricula and courses 172 should be prepared by a "course team" including academic experts in the subject. educational technologists. and specialists in media and in Islamic and Arabic studies. 12. Teaching methods to be used in the AGOU include audio and video tapes. television. tutors. computer services. residential schools. telephone service. correspondence materials. radio. and "home experiment kitsfl' Also. the theoretical aspect of the curriculum should be joined with the practical aspect in the field of work. 13. Student evaluation should include a comprehensive written final examination (60% of the grade) and other essay and multiple- choice assignments (40% of the grade). hhe final examination should be controlled by a secret system to maintain the AGOU's academic standards. To pass a course. students should achieve at least 60% of the possible score on both the final examination and assignments 14. The AGOU should be fully autonomous. and respondents preferred that it be established through the cooperation of the Arab Gulf States. 15. The AGOU should be financed primarily through government grants. The AGOU is expected to be less expensive than traditional universities in terms of per-student costs. 16. Students should pay about 50% of the cost for instructional materials and about 20% of some program costs as tuition. 17. There was little consensus on adopting any of the sug— gested alternatives for a study system for degree (Intisab system or King Abdul Aziz University. British Open University system. or others). 173 Therefore. the AGOU's planning committee needs to undertake further study to devise a suitable study system for the PGOJ. 18. The kind of degree to be offered by the PGCIJ (professional or not. B.A. or B.S. or both) needs further consideration in light of the literature and the experience of other open universities Won: Based on the findings of this research and the review of literature on open universities. the following recommendations are offered to the Arab Bureau of Education for the Gulf States. the Ministries of Higher Education. and the Ministries of Education in the Arab Gulf States. 1. It is recommended to begin planning for establishing an open university in the Arab Gulf States in light of this study's guide- lines. 2. The major purposes of the open university should include education. cultivation. and offering bachelor's degrees. 3. It is recommended that PGOJ planners apply the findings of this study regarding each aspect of the suggested model and its objectives. 4. Granting credit and certificates. as well as offering academic degrees. are important in attracting and motivating students. ensuring their persistence. and building two-way communication. Without such provisions. the open university will be no more than a public television and radio broadcasting system with a residential public library. 174 5. It is essential for the AGOU to pay strict attention to acadenic standards. especially when offering degrees. 6. It is essential that the AGOU cooperate with other conventional universities. extending their mission to a new target population but not competing with them. 7. It is essential that theiAGOU sustain and reinforce the Islamic values and culture. 8. The AGOU should be an innovator in higher education. bring- ing together faith and science in a new educational fashion. 9. In the AGOU planning process. it is essential to consider social and economic development and the existing social and political systems. 10. The appointment of a planning committee is recommended. 11. The parameters within which the AGOU planning committee will operate should be clearly defined. Imnlmentation To implement the open university system in the Arab Gulf States. three stages extending through six years are recanmended. W The estimated period for this stage is two years. This time would be devoted to orienting people to and planning for the open university. The purpose of the orientation process is to introduce the open university to people and consider their responses to the proposal. especially individuals in other universities and those who would be in charge of the open 17S university. This orientation can be achieved through conferences. seminars. workshops. and open discussion in the media. During this stage. the planning committee would formulate a proposal for the AGOU. John Dodd (1984h Senior Assistant Secretary for International Activity at the Open University in the United Kingdom. prepared a useful proforma to be used for each particular program of study when planning a new distance-teaching university. to help those in charge of the planning process. This proforma is included in Appendix C. It is also recommended that a general conference on open uni- versity education be held in the Arab Gulf States. Open university leaders and planners from other nations should attend this conference to share their experiences and insights about the open university system. Stage_2;__flnenanatinn. The researcher estimates that the preparation stage will also require two years. During this stage. the main headquarters of the AGOU should be established. Administrators. experts. specialists. and other employees needed for this stage should be hired. In addition. equipment and other facilities should be provided. It is also strongly recommended that. during this stage. some faculty members in different fields of knowledge be granted a year's sabbatical leave. which they would spend in an open university. preferably in Britain. to study and gain experience in course preparation and production in the open university system. It also is 176 recommended that scholarships be granted to professionals and special- ists in educational technology. media design. and broadcasting for training in other open universities and institutions. W The remaining two years of the AGOU's establ ishment period constitute the experimental stage. The planning and preparation processes will continue to be evaluated and completed during this stage. Experimental courses.and programs in several areas should be prepared and produced in limited scope for testing and evaluation. Responses to these offerings should be obtained from both scholars and the groups who would benefit from the programs. for instance. such experimental courses could be used to help external (Intisab) students in other Arab Gulf universities with their studies By the end of the experimental stage and based on the results of its evaluation. the necessary adaptations and adjustments to the open university should be made before undertaking its next-- operationa1--stage. APPENDICES 177 APPENDIX A ENGLISH AND ARABIC VERSIONS OF THE COVER LETTER AND THE QUESTIONNAIRE I78 179 In the name of Allah the most merciful and the most compassionate. Dear participant. Peace be to you. This questionnaire is a part of my study for the doctoral degree. It deals with the open university system. which is considered a new model of modern higher education. This model was developed in Great Britain and has spread to several developed and underdeveloped coun- tries. Benefiting from modern media and communication technology to make knowledge and education available for great numbers of people at a lower cost was an important reason for establishing the open univer- sity. Primarily. the open university system aims to alleviate two problems facing higher education institutions: (1) the limitation of conventional universities' system of using the face-to-face teaching- learning process. which precludes many desirous people from attending such a system. and (2) the shortcomings of some systems such as exter- nal or correspondence studies (IntisabL The teaching-learning process at the open university uses several methods: (1) standard courses offered with printed materials. (2) audio and video tapes. (3) radio broadcasting. and (4) television broadcasting. Also. academic tutors and counselors help students and evaluate their work. Although students are independent in their stud- ies. they should do several research assignments throughout the school year and attend a residential school for certain periods. By the end of the school year. students should take a final written examination in each course. For courses that require an experimental process. stu- dents may conduct the experiments at home (if possible) or in a local university or institute. The idea of establishing the open university in the Arab Gulf States has been discussed on two occasions: (1) at the Conference of the Minis- ters of Information and (2) at the Conference of the Ministers of Educa- tion in the Arab Gulf States. However. despite that discussion. the open-university concept still needs a comprehensive study to clarify its conceptual framework. The purpose of this study is to obtain your assessment of the need for and feasibility of establishing the proposed Arab Gulf Open Univer- sity. and at the same time to benefit from your experiences and percep- tions in identifying a suitable model for such a university. Your responses will contribute significantly to drawing a clearer picture of the suggested open university. its importance and possibility. which will help the Arab Bureau of Education for the Gulf States and the I80 concerned ministries in those states make rational decisions. At the same time. your responses will help me complete my doctoral research. I would like to assure you that the personal information and opin- ions you provide will be kept confidential and will not be used for purposes other than those stated in this letter. Please complete the enclosed questionnaire and return it in the envelope provided. Please respond by / / /. Your help and coopera- tion are appreciated. Sincerely. Abdullah M. Al-Humaidy Umm Al-Qura University scholar Ph.D. candidate. Michigan State University 181 PART ONE: PERSONAL DATA Please put a .’beside the appropriate response. or write your own answer in the space provided. Name (optional) First Middle Last 1. quntny and Unjyensjty. Please indicate your state and.nn11ensity: Mates IbeJnixsnsiijes l._____'The United Arab I. ____ The University of United Arab Emirates Emirates 2. Bahrain 2. Bahrain University College 3. ____ Oater 3..____ College of Technology 4. ____ Kuwait 4. ____ The University of Oater 5. Saudi Arabia 5. Kuwait University 6. The Islamic University 7. ____ Umm Al-Oura University 8. Imam Mohammed Ben Saud Univ. 9. Univ. of Petroleun and Minerals 10. King Saud University 11. King Abdul Aziz University 12. King Faisal University The Arab Gunf 13. Girls' Colleges States 14. The Arab Gulf University in Bahrain 2. .Qgcnnatlgn. What is your present position. in addition to your participation in the University Council? 1. Administrator only 2. _____Academician and administrator 3. ____ Academician only Position title: 3. Degree and Majgt. a. What is your highest degree? 1. Doctorate 3. Bachelor's 2. Master's 4. ____ Other (please specify) 182 b. What was your major? 1. Islamic & Arabic Studies 6. Applied Science 2. Arts (medicine. engineer— 3. Human & Social Studies ing. agriculture) 4. Education 7. Economics and Adnin- 5. ____ Science & Math istration c. Where did you earn your degree? 1. Arabian University 4. Eastern University 2. West European Univ. 5. Other (please specify) 3. ____ American University 4. Sex. 1. Male 2. Female PART TWO: A SLBGESTED MODEL FOR THE OPEN UNIVERSITY OF THE ARAB GULF STATES (in case of its establishment) INSTRUCTIONS: The following statements are concerned with a model of the suggested open university (AGOU) in case of its establishment. Would you please indicate your response by marking a in the approp- riate space next to each item. You are to choose one of five answers. such as: Most Very Less Not Important Important Important Important Important 5 4 3 2 1 or in some cases: Strongly Agree Agree Undecided Disagree Strongly Disagree 5 4 3 2 1 Each group of statements is followed by an open-ended question. asking for comments or suggestions you may have about the subject of that group of items. To gain a more complete and clear concept of the open university and the suggested model. the researcher recommends that you read the ques- tionnaire in its entirety before responding. At the end of the O U1 W L D. U) H O (D E Q) 0 z > — ..I Z .SIBAIEGI: The strategy of the suggested open university should be: 5. Cultivation for every citizen. 6. Education for every ambitious person. 7. Degrees for the meritorious. muss: The open university of the Arab Gulf States should serve these objectives: 8. Emphasize the concordance between Islamic teachings and social and individual behav- iors within the societies. Increase the cooperation between people within the Arab Gulf countries in particular. and the Arab and Moslem worlds in general. TO. Strengthen the cooperation and integration between the Arab Gulf countries. 11. Develop scientific and technological thinking among people. 12. Support human resource development plans in the Arab Gulf States. 18h 5 4 3 2 I H U H C c C H m in m C .... u u m L- L L U 0 O U 0 ‘- 0. D. C O- O E E ('0 E O. o— 0— H o- E L 0- U > O 0': U1 L Q m H O 0 E 0 0 Z > — —-1 Z 13. Prepare. produce. and distribute standard scientific materials (printed. audio. and visual) for multiple educational purposes. 14. Improve the use of standard. pure language instead of the local dialects. 15. Provide for the education and training of large numbers of people much more rapidly than can be done using traditional methods alone. 16. Help overcane problems stemming from the increasing number of applicants seeking admission to the universities. 17. Provide future accessibility to higher education to those secondary school gradu- ates who attend technical. vocational. and military institutions according to the policies of the development plans. 18. Give youths opportunities to take advantage of their leisure time by studying and gaining knowledge. 19. Make television and videotapes educa- tional and cultivational. 20. Facilitate rural development and thereby reduce the flow of people from rural to urban areas. 185 5 4 3 2 1 U H H C C C U (D ('0 ('0 C +4 u u m L L L U 0 O U 0 L O. D. C Q 0 E E ('0 E O. o— o— 4.) o— E l. o- u > O U) U) L- a U) U 0 Q) E 0 O I > — ._I Z 21. Take advantage of the new Arabic satellite in exchanging and broadcasting knowledge. research. and technology at the national and international levels. 22. Participate in cultivating and developing the different classes and categories of the society. 23. Participate in scientific research. .EQLIQLES: The Arab Gulf Open University may fulfill its objectives through applying the following policies: 24. Offer undergraduate programs leading to diplomas and bachelor's degrees to those men and women who have been deprived of higher education for any reason (occupational. personal. social. etc.). 25. Alleviate the manpower shortage by providing on-the—job training and professional-updating programs to teachers. administrators. and other manpower groups (without withdrawing them from their daily jobs). 26. Cooperate with technical education and vocational training organizations in providing in-service training programs. 186 U1 .5 U.) N _a H U H C C C «H ('0 it) m C u u u cc L L L H O O H O L Q. Q C D. O s E m E o. - .- u .- E L. o— u > O U) U) L CL 0) «H O (D E m 0 Z > — _I Z 27. Offer programs for those citizens who need to change their majors or prepare for new jobs required by the developnent plans. 28. Offer associate and continuing programs for adults who wish to pursue education for nondegree purposes. 29. Support the public school programs (elementary. intermediate. and secondary) by offering pro- fessional courses especially in science. math. Arabic. Islamic studies. etc. 30. Produce educational programs for children. 31. Offer on-the-job updating programs for special- ists. such as engineers. physicians. chemists. and other scientists. 32. Offer nonformal education programs on several topics. such as health. religion. social. women and family. literacy. etc. 33. Qnen_Qnestlgn: If you have any suggestions. comments. (M‘ alterna- tives concerning the aforementioned strategies. objectives. and poli— cies. please state them in the following space. 187 ADMISSION: 34. 35. 36. 37. For programs leading to a bachelor's degree. the minimum age for students should be (please check only gne): 21 years old and over 24 years old and over 1. No age restriction 3. 2. 18 years old and over 4. The educational level of applicants to bachelor's degree programs should be (please check nne): 1. No certain qualifications needed but admission test 2. Elementary school level at least 3. Intermediate school level at least 4. Secondary school level at least Admission for training programs should be according to previous agreements between the open university and the concerned agencies. Strongly Strongly Agree Agree Undecided Disagree Disagree 5. 4. 3. 2. For other courses or programs (not leading to a degree). admission should be open with no restriction. but the faculty may suggest some conditions if needed. Strongly Strongly Agree Agree Undecided Disagree Disagree 5. 4. 3. 2. 1. ___. 188 5 4 3 2 1 H H U C C C U m m (U C 4.: u u to L L L H O O H O L O. D. C O- O E E ('0 E D. o— o— H o— E L .- u > O 0" U1 L 0. U1 H O 0) E 0 0 Z > — _I Z .QUBBLQULA_AND_QQUB§ES: 38. The philosophy behind AGOU's curricula. courses. and principles should be based on the Islamic view of human beings. the universe. and life. 39. Course descriptions. requirements. and outlines should be defined by the concerned college or department. Each course should be prepared by a "course team." which includes: 40. The author or authors. 41. Academic experts on the subject. 42. Educational technologists. 43. Specialists in Islamic and Arabic studies. 44. Professionals in design and development of broadcast media. 45. Before course materials are produced and dis- tributed. they should be evaluated during an experimental period. 46. Generally. courses should be offered at sev- eral levels. starting with foundation level. which assumes no prior knowledge of the subject. 47. 48. 49. 189 DY Y D : Which is the suitable system of study leading to a bachelor's degree from the suggested open university? (Please indicate nne of the following an suggest and explain another system.) Implementing the study system of Intisab (external study) recently used by King Abdul-Aziz University. which is: --One course = 5-6 credit hours per year; the school year = 32 weeks —-Graduation with a B.A. degree requires 136 credit hours 1. 2. Implementing the study system used by the British open university. which is: --One credit = one-year course requiring 32 weekly units of work --Each weekly unit needs 10-14 hours of study --Graduation with a B.A. degree requires six credits (courses) during three years at least --Graduation with a B.A. degree with honors requires eight credits (courses) during a four-year period at least 3. I suggest the following system: The suggested open university may offer (please check only nne): l. ____ A general bachelor's degree (not a professional degree) even if the student has graduated from an Arts or Science department. 2. ____ It may offer a B.A. degree in the Arts department and a general bachelor's degree in other departments. 3. ____ It may offer a B.A. degree in the Arts department and a B.S. degree in the Science and Technology department. Wm: If you have any suggestions. comments. or al terna- tives concerning admission. curricula. courses. and study systems. please state than in the following space: I90 S 4 3 2 l 0) Q) L 0 Cl 0 f0 3- m U) 0- CD '0 'U >~ 0) 0 > 0') e- L- U) C 0) U 0‘: C 0 0) Q) m 0 L L "D U) L H U) C ._ U m < D o m T A O : 50. Correspondence materials will be one of the teaching methods used by the open university. Students receive at reading requirements. assignments. etc.. at regular periods throughout the school year. 51. Television is another teaching method that should be used. 52. Radio is yet another method. 53. "Home experiment kits" are another teaching method used in scientific courses that require experimentation. 54. Residential schools for certain periods (for instance. one or two weeks for each course in summer) should be held in a residential col- lege. university. or any other school and attended by students and specialist teachers. 55. Part-time tutors. selected from the academic staff of other colleges and universities. should be available to counsel students. help then study. solve their educational problems. and mark their essay assignments. 191 5 4 3 2 1 0 Q) L 0 U) 0 m L U1 0) ~- 13 '0 v >~ o o :> I— 'U Q) '— U'l "" L 01 C a) U U7 C O 0 0 to O L L. 'U m L. H 01 C "' U m < D C U) 56. Audio and video tapes should be available for students' use. 57. Telephone services should be available for students to contact the open university's offices and tutors. 58. Computer services should be available. 59. The theoretical part of the open university's programs should be joined with practical aspects from the world of work. 60. The practical and training aspects should be conducted by coordinating concerned agencies. supervisors. and open university experts. §IUDENI§LJflUflJMflIQN 61. Several essay assignments and/or projects should be required of students throughout the school year and commented on and graded by tutors. 62. Multiple-choice assignments. completed by students and marked by computer. should be part of each unit of the course. 192 Strongly disagree Undecided Strongly agree Disagree Agree 63. Students should take a final comprehensive written examination for each credit course. 64. To maintain high academic standards. the final examination should be controlled by a secret system. 65. For each course. examination results should count for 60% of the grade. and other assignments should be worth 40%. 66. To pass a course. students should achieve at least 60% of the possible score on the final examination and 60% of the possible score for assignments. 67. Wen: If you have any suggestions. comments. or alterna- tives concerning teaching methods or evaluation. please write them in the following space: 193 W 68. 69. Which organizational structure do you think might be best for the suggested open university? Please choose ene of the following possibilities or offer and explain your own suggestion. l. The Arab Gulf Open University is autonomous in its admin- istration. financing. and academic affairs. and it is directed by a supreme council from the Arab Gulf States. It should be responsible for program development. i.e.. creation. production. and distribution of courses and instructional materials. The AGOU should establish its own branches and local centers in each Arab Gulf State. The AGOU is an autonanous university. as mentioned above. .But each state should establish its own branch and local centers. The original branches and local centers should be financed and directed by local states. Educational and academic affairs should be arranged by the AGOU and offered by the branches and the local centers in each state. Each state should establish its own open university. and a cooperative office to coordinate those open universities should be established. 4. I suggest the following structure for the suggested open university: The Open University Council should have a member from each of the other universities in the Arab Gulf States to represent his university and facilitate its cooperation with the open university. Strongly Strongly Agree Agree Undecided Disagree Disagree 5. 4O 3. 2. 1. 70. 71. 72. 191. Television and radio broadcasting of the open university programs should be offered by: l. ___ Television and radio broadcasting of the Ministries of Information in the Arab Gulf States. 2. ____ The open university should establish its own television and radio broadcasting. 3. I suggest the following: Part of the AGOU's manpower should be full-time academic faculty. professionals. administrators. and other staff. Strongly Strongly Agree Agree Undecided Disagree Disagree 5. 4. 3. 2. l. The other part of the AGOU's manpower should be part-time academic faculty. professionals. and experts who work primarily at other universities. in governmental offices. or in private agencies. Strongly Strongly Agree Agree Undecided Disagree Disagree 5. 4. 3. 2. l. 19S 5 4 3 2 l H H U C C C U (U (U (U C u u u m L L L H O O H O L- Q Q C Q 0 E E I‘D E Q 0- O- H 0- E L o— 4-3 >~ O m U) L D. U) H O (D E (D 0 Z > — _I Z 73. The suggested open university may include the following faculty and sections: 1. Islamic and Arabic Studies 2. Arts and Human Studies 3. Social Science 4. Education 5. Econcmics and Adninistration 6. Resource Development 7. Science and Mathematics 8. Medical Science (section) 9. Engineering (section) 10. Technology (section) 11. Training (section) i96 Most Important Very important Less important Important Not important l2. General Cultivation (section) l3. Social Services (section) l4. Research (section) EINANCE: 74. 75. 76. As with other Arab Gulf universities. the established costs and yearly budget of the open university should be supplied primarily by the Arab Gulf States' fund. 1. ____ Disagree 2. Agree If you disagree. please mention alternative resources: It is expected that the per-student cost in the suggested open university. in comparison with other Arab Gulf universities. would be: l. Very inexpensive 4. More expensive 2. Less expensive 5. Very expensive 3. Almost the same For books. tapes. and other instructional materials. students should pay 1. None of the cost (free) 4. ____,75% of the cost 2. _ 25% or the cost 5. __ All of the cost 3. ____ 50% of the cost 197 77. For some programs. especially those leading to degrees. it is suggested that students pay tuition as follows: 1. __ None of the program's cost 4. _ l5% of the program's cost 2. _ 5% of the program's cost 5. _ 20% of the program's cost 3. _ 10% of the program's cost 6. _ More than 20% of the program's cost ( Z) 78. Won: If you have any suggestions. comments. or alterna- tives concerning the organizational structure or financing. please add them in the following space: 198 PART THREE ASSESSMENT OF THE IDEA OF ESTABLISHING THE SUGGESTED ARAB GULF OPEN UNIVERSITY, 79. The following table ITS PROGRAMS AND ITS FEASIBILITY includes some programs AGOU may offer. list of groups of people who may need that program. of the degree of importance of each program for each group by marking a / for each group under the suitable degree of importance. Next to each program is a Please indicate your assessment Main Programs Degree of Importance PROGRAMS LEADING TO ACADEMIC DEGREE (BACHELOR'S) 5 A 3 2 I Groups of People Who May a u u Benefit From Each Program 5 5 5 ‘5 (Both Male and Female) 3 t 3 § 8 8 ‘E 8 o .s s :2 s a L o— ‘u‘. r’: g 3 u o o 0 1°. > - --I 2 Teachers Administrators Employees Armed forces Professionals Housewives Others UPDATING AND TRAINING PROGRAMS Doctors Engineers Scientists Administrators Experts Teachers Professionals Others Doctors Engineers ASSOCIATED AND Scientists CULTIVATED PROGRAMS Employees FOR NONDEGREE PURPOSES Administrators Teachers Armed Forces Others Children Illiterates SOCIAL AND NON- FORMAL EDUCATION PROGRAMS Students Farmers Laborers Homen Others I99 80-8I. The Eurpgse of the following table is to assess the feasibility of achieving the minimum level needed for the proposed Arab Gulf Open University to be able to begin at least the first stage of its activities. The table contains three columns: I. In the middle are some essential elements necessary in establishing the open university. 2. On the right are boxes in which to indicate the decree of difficulty of the problems that may hamper the feasibility of each element. 3. On the left are boxes in which to indicate to what extent you think It is possible to develop solution(s) to each problem. Please make two check marks for each item, one on the right to assess the difficulty of problems hampering the feasibility of that element and the other on the left to assess the possibility of developing solutions to those pro ems. BI 80 . . . The Degree of Difficulty The PTSS'b'l'tY Of ) of the Problems, Which °°"°'°°'"9 S°'”"°“(‘ May Hamper the Feasibility to Those Problems of Each Element I 2 3 I. s 5 A 3 2 l 0 Essential Element for 3 S S... 8 ... :3 ... Establishing the Suggested Z om Lkfl LL 8:. m— . 3 5 " l; "' l; "' 8 8 3‘5 Open University .. ._ E ‘u o ‘v o 'o >-'o >- 0. lb u .n 0 o >- o >- o o E o u. —- O .— 0 0 0° 00 v.) - 3 L .9 CM co e— c— a; u 3 — a e: > c >-o >-o >~c - m >. It a >. a.a £££“£“2£ee ‘6: ‘ 3 .. ...... p—m peg i—u —u > O 3 U 2 0 l. Financial resources 2. Teaching staff 3. ExpertsSspeciallsts h. Administrators 5. Professional staff 6. Other staff 7. Buildings 8. Equipment 9. Laboratories 8 other facilities IO. TV broadcasting ll. Radio broadcasting I2. Printing press I3. Libraries lb. Preparation of cur- riculum materials IS. Production of cur- riculum materials l6. Distribution of cur- riculum materials I7. Hail and communica- tion services l8. Local centers Please be sure that you and the second column, too. have marked this column 200 Answering the following question entails no obligation on your univer- sity's part toward the suggested open university. 82. Do you think the university of whose council you arerainember would assist and cooperate with the suggested open university after it has been established? 1. No 2. Yes For the following reasons: What kind of assistance would they offer? (Please ____Lack of belief in teach- check all that apply) ing at a distance ___ Experts ____ Teachers '___ They do not have abil- Researchers & specialists Professionals Laboratories & other ity for assistance ____Other reasons (please facilities explain): Buildings Libraries Printed materials Financial aid Other (please specify): 83. To what extent do you think there is a need for establishing an open university for the Arab Gulf States? 1. ____ No need at all 4. ____ Strong need 2. _____Little need 5..____ Very strong need 3 . Normal need 84. If you support the open university. please list the five most impor- tant reasons why you support it: 20I 85. 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VIA-...; ""3; ........................ 2 “fl—‘4 wflufii—J'MU' 'LJ' onuu. .45 '4' : W‘w 1.5;- L1_L.J JUL. .111... ...L..\ ooooooooooooooo o o o a n o o ¢ ¢ 0 o u o ooooo o C o oooooooooooo o o o .......... o o o o c o o o o n u u a o o I o g o oooooooooooooooooooooooooooooo n ooooooooooooooooooooooooooooooo ............................... ooooooooooooooooooooooooooooooo ooooooooooooooooooooooooooooooo ooooooooooooooooooooooooooooooo QWY' IJ‘ 24L. qporifa; “5.1.“ wot-".15)." UJ‘rSJ -\ In -A\' -A1' .rSz.|,rS;.L,J uuwgoi .uI' ,JL; .,.uI . c5” LU'EQa-J, fS'bfLJ" -II'I; APPENDIX B OFFICIAL LETTERS 227 228 MICHIGAN STATE UNIVERSITY COLLEGE OF mUCA'HON EAST LANSING 0 MICHIGAN 0 48‘24-IOM DEPARTMENT OF EDUCA'HONAL ADMINISTRAHON HICKSON HALL May 16, 1985 Saudi Arabian Educational Mission 8700 West Bryn Mawr, Suite 900N Chicago, IL 60631 , Dear Sir: This letter is to report on the progress of Abdullah M. Al-Humaidy of Umm Al-Qura University, Makkah Al-Mokarramah. Abdullah has passed his compre- hensive examination and his dissertation proposal has also been approved. He has completed the first three chapters. His work has been exceptionally well developed and his research is likely to be very useful to the universities of Saudi Arabia and the Arab Gulf States. Abdullah is planning "to study perceptions of members of the University Councils in Arab Gulf States regarding establishment of an open university system designed to serve students throughout the Arab Gulf States.” He has developed an extensive questionnaire which he plans to administer among those universities which are willing to participate. It will be highly desirable to visit each participating university to administer his instrument and to conduct interviews with selected respondents. Arrangements for the visits are to be completed this summer. Visitations will be made to universities in five of the Arab Gulf States (Saudi Arabia, Bahrain, Kuwait, Qater and United Arab Emirates) from September through December. He needs to return to MSU in January to conduct a computer analysis of his data which will be extensive. He should complete his project by the end of summer 1986; therefore, we are requesting an extension of his scholarship until that time. Sincerely, ”’7;*25‘¢75223725329t4f‘i41——- Max R. Raines Professor of Higher Education MRR/bh 229 5))XZJI~,)J ILUIU éa‘flw\z)5) Ai-‘IJIAIZ-UI-e RAF—41M . ywvlcrwa—As QM‘JIZLUIFJ ‘ -‘:t-E‘I‘fil'i‘vi'mfiWMH‘fi'fiifli‘mfifimtfI’" =‘fii.?95:"=”‘"t‘r"¢"‘-=flifl‘f1'1'%?fi¥%*l55i5‘a’6223’43"11I‘V'J‘SliI‘El-‘I'mW; “ ', " L' KINGDOM OF SAUDI 'ARABIA MINISTRY OF HIGHER EDUCATION 3““ “L" quit“ “NIVEDSITV MAKKAH ALMUKARRAMAH College of Social Sciences Department of Englloh r41" ‘6,le 69')“ pa)“ 3 February 1986 IJUGLuI TU WHOM IT MAY CONCERN The English Department certifies that the English version of the qustionnaire titled "The Open University" made by Abdullah M.A. Al—Hemaidy is a true translation of the Arabic version. 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JalaJl _ gU¢JI _ APPENDIX C PROFORMA FOR PLANNING A PARTICULAR PROGRAM OF STUDY WHEN PLANNING A NEW DISTANCE TEACHING UNIVERSITY 233 23h PLANNING A NEW DISTANCE TEACHING UNIVERSITY The planning assumptions which you are now going to make will relate to a particular Programme of Study eg the Undergraduate Programme; the Post Graduate Programme: the Teacher Education Programme; the Continuing Education Programme. Identify here the particular Programme \ PROGRAMME OF STUDY: of Study to which this proforma relates: OBJECT(S) OF PROGRAMME eg functional; vocational training; updating; educational STUDENTS minimum age for entry: Age maximum age restriction?: majority age range: Sex % male % female Geographical Statewide Nationwide Abroad Distribution Regional intake quotas: % urban % rural Educational Open entry: Entry Conditions Restricted entry: Study Time Full-time or Part-time: Study time available each week: (hours) Occupation Occupation intake quotas?: Groups Lifestyles Income (to pay fees): Housing (study environment): Possessions (TV, radio, cassette player, telephone, etc): Transport (to attend local centres): 235 Study eg vocational, educational, personal Motivations Student New Entrants Year 1 Year 2 Year 3 Year 4 Population Continuing Students COURSES Content Traditional: Non traditional (eg multi—disciplinary): Levels How many course levels I II III Iv V in the study programme Number How many courses at each I II III IV V level: Student What freedom of student choice Choice Duration How many years for graduation TEACHING Structure How many semesters: YEAR How many study weeks per semester: MEDIA Range Print, Broadcast, Non Broadcast Mix it print % broadcast % non broadcast PRINTED Physical % on campus % off campus MATERIALS Production Life of one year, then reprint several years before Materials reprinting Distribution Destination (students home address: local centre) Method (post; road; air) Frequency (weekly; monthly; on request) 236 BROADCAST Television Essentiality How vital for students to watch/ MEDIA and Radio listen? programmes Allocation All courses or only some courses Programme Single Repeat Transmission transmission transmission Transmission Total Total Time of Da Hours Dail weekl _ , y Y am pm evening night Student Home based or local centre based Reception Production Who produces: Where: NON BROAD- eg video and Allocation All courses or only some courses CAST MEDIA audio tapes, equipment for Student Home based or local centre based experiments Reception Production Who produces: Where: LOCAL Objects eg additional tuition; remedial tuition; assessment; STUDENT counselling SUPPORT Obligation Compulsory attendance by students, or voluntary Local Centre Locations WMfimmdM limited eg cities only Facilities and Equipment eg TV set; radio set; video/audio replay machines; course materials library 237 CONTINUOUS Form(s) eg oral, written, computer marked ASSESSMENT Frequency How often per semester Obligation Are all tests compulsory FINAL Form(s) eg oral, written, computer marked EXAMINATION Frequency eg one each semester; once each year Location Where eg local centres; headquarters campus PEOPLE Course % Permanent academic % Part—time Creation staff External writers Faculty Number of academic staff Year 1 Year 2 Year 3 Academic motivation/incentive to join the new DTU? Course Availability of eg editors, text illustrators, Creation educational technologists Support Staff Local Tutors Availability. Role(s) Students: local tutor ratio ORGANISA- How will the institution be organised, administered and managed, TION, ADMIN- centrally and locally ISTRATION, MANAGEMENT FINANCE Source of funding eg State; Federal; Private Level of funding? % of income from student tuition fees DATE OF Year: Month: OPENING John Dodd, Se nior Assistant Secretary for International Activity The Open University, Milton Keynes, U.K. February 1984 APPENDIX D ARABIC LEAFLET ABOUT THE OPEN UNIVERSITY SYSTEM 238 239 rec)" 00v“ 4" r“: L’siJloblle 09 3,43. 3.1,: buggy-1‘5“ wL'IJ @U'iw'w “525*“: p-L‘JIJ-‘U' J54“: OIS z—swu runs): w‘ ..leo a») Murrow u»: a: ~c~1~ u‘ a 'J—‘ W WI [5.» quL5 ”L52 65135545?“ U'UIJ'fi-II-t OI"? 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J—WI ce-II‘JI Js-IJp-JA'I-II: ZHJI'II.LU)J o-It-IIJJ‘r-II u‘I” wNIQ-I'Jé f|——AJ' ale dihuJI-II ( r MA. 991-) - Izod ‘7‘?) )1“: Q5354“ J Jar-II 94w Jm 3.9-“IL” uw'w J,» L'Jd’beh Laonuw wu3qu¢w hymn-MOI yuan, Ht»: WI ems o- wom VII web wk, Jm ext.» w, 1.:__,.Jli,_.3,._-, "Ms-vb “NBr-NIcr aw u-IIwe-Iiw WI Id»- LIJIHIHII‘J gym-a: dis dun q», . awed-gauge . 2.5m.» QiofiJLuIiuLleuk and Val WM.) u-JI owb anew 45w w-IJIzesm-maw div» w . MAI JIJIJI uII Jmu «aw ouw' out 03-: vie-4' Eek gnu.- ”Lfiw "hymns... Q; L-ssfi oI any-km JLI, - w—IJI “Iv-5‘39 615:3" 91:“ng 54._,..JI a... oJJI 4+5,qu BIBLIOGRAPHY 2m. BIBLIOGRAPHY Abduijawad. N. M. De Mam and Continuing Education. Riyadh: Dar Ai-Aoian. 1983. (In Arabic) Abu-Shanab. Husain. "TeIevision's Roie in Creating a Unique Arabic Cu1ture in the Arab Guif." Master's thesis. Cairo University. 1982. (In Arabic) Akkad: “film In: Arab 5..me and m men Learnim. Cairo: Dar Ei-Fikr Ei-Arabi. 1982. (In Arabic) A'l-Attas. S. M. N. 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