Date of Award

2017

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Psychology

Abstract

This study investigated the expectations, experiences, and perceptions of quality of higher Education from the perspective of Saudi Arabian students at a Midwestern university. The perception of a selected sample of Saudi Arabian students attending for their higher Education in an American institution of higher Education was investigated. The study explored how the Saudi Arabian students at a Midwestern university perceive the notion of higher Education quality. The study included eight Saudi Arabian graduate students at a Midwestern university. In general, the study found the participants to have highly positive perceptions about American higher Education. The participants expected to have high quality higher Educations that would guarantee them better job opportunities. In spite of their fear of expected discrimination, participants chose to come to their Midwestern university because they felt it would help them accomplish their personal goals and dreams. The participants experiences reflected an appreciation of their positive relationships with their professors, the general learning environment, the support services, and the updated syllabi and curriculum. Most of the participants indicated that they chose their Midwestern university because requirements for admission, especially the requirement of high scores on the GMAT, GRE, and TOEFL were less difficult than other universities. However, several participants described the admission process as one of the main difficulties they faced. The challenges facing participants included the difficult process of admission, learning in English, dealing with Saudi Arabian Cultural Missions bureaucracy, and the need to adapt to the Education system at their Midwestern university. Most of the participants admitted to not having any friendships with the American students on campus and to limiting their socialization with international students and other Saudi Arabian students. The participants perceived the quality of higher Education in terms of five themes. The majority of participants in this study considered the professors to be the main source of higher Education quality. Participants treasured their relationships with their professors and stressed the important role professors play in shaping the students experience. The participants opinions were highly influenced by the experiences they have had with professors at Saudi Arabian universities as they continuously compared the two. Some students linked quality of higher Education to the general environment of the university, including its physical components such as buildings, walkways, and labs as well as nonphysical components such as the feeling students have when they see other students reading or studying. Some participants described it as the general atmosphere on campus and others referred to it as the general system of the university that they enjoy. Some participants associated quality of higher Education with the availability of resources and facilities. Several participants voiced their appreciation for the availability and quality of resources available for students at this Midwestern university. Some participants described quality of higher Education in terms of the quality of the syllabi and curricula used. Finally, nearly all participants mentioned as part of their expectations that their American higher Education would help them in getting a job or getting a better job when they return home. However, only one participant defined quality of higher Education in terms of the ability to grant graduates good jobs.

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