This literature review examines education management in women's universities across Saudi Arabia, evaluating how institutional reforms can advance women's economic participation and human rights. The paper synthesizes scholarly perspectives on the relationship between quality education management and women's empowerment in Islamic societies, documents systemic failures in current Saudi educational structures, and argues that educational reform is essential for women's contribution to national economic development. The review emphasizes the gap between women's demonstrated interest in higher education and government investment in appropriate educational programs and leadership opportunities.
Education management among women's universities in Saudi Arabia is vital to women's success and to the success of the broader economy. This literature review addresses how educational management in women's universities in Saudi Arabia can be improved and examines why such management is necessary.
Shaheed (1996) argues that women's education management may help initiate dialogue on women's issues and women's rights to freedom rather than suppression, particularly within the Muslim world. This sentiment is echoed by other scholars who suggest it is vital that the government offer women in Saudi Arabia the opportunity to experience modernization (Moghadam, 1993; Yamani, 1997). For some time, researchers, government agents, and women themselves have advocated for greater democracy and education management for women. This advocacy is especially pressing because women in Saudi Arabia bear primary responsibility for family welfare, a task that requires education and access to resources (Moghadam, 1993; Mernissi, 1993).
Many scholars argue that education management is a fundamental right for women that will help promote women's power and authority—something urgently needed in many Islamic-dominated countries, including Saudi Arabia (Engineer, 1996). Others emphasize that women require power, particularly the power to work, which in turn demands proper education (Hijab, 1989).
Afkhami (1996) and Akeel (2003) note that education management is vital to ensure women have the same educational opportunities as men to pursue their human rights, freedoms, and meaningful careers. Pharaon (2004) notes that Saudi Arabia's economic development may depend on the nation's ability to produce educated women capable of contributing to society in meaningful ways, including through employment in high-level capacities. However, women's universities are not currently structured in ways that significantly promote this outcome (Afkhami, 1996).
While Saudi Arabia is often considered "one of the largest market economies of the Middle East" (Pharaon, 2004), its attention to education management and standards for women remains far behind what one might expect from such a powerful and influential society. One of the primary challenges facing Saudi Arabia as it enters the global market and economy is its ability to provide appropriate resources and educational management opportunities that allow women to receive quality education necessary to contribute significantly to society (Pharaon, 2004).
Pharaon (2004) suggests that problems within Saudi Arabia are "exacerbated by a failing educational system" (p. 349). This system fails both women and men, but continues to fail women in particular because it does not prepare them for real jobs that would result in greater economic security and abundance (Pharaon, 2004). Other researchers, including those from the International Labour Organization, suggest that female students are ill prepared for future employment and lack understanding of the economic relevance of work within Saudi society (Cordesman, 1997; Pharaon, 2004).
Studies also indicate that Saudi women who do become employed often fail to make substantial contributions in their positions, and that many "real jobs" are filled by more qualified foreigners capable of providing genuine economic function to employers and the nation (Pharaon, 2004). Additionally, government agents show insufficient commitment to addressing these problems through targeted training or education tailored to meet the needs of society and women within the educational system (Pharaon, 2004; Kassman, 2004).
The literature suggests a disconnect between policy and practice. Despite evidence that Saudi women are interested in learning and in higher education (Teitelbaum, 2002), the government has not taken aggressive steps to develop solid educational management programs that recognize and accommodate women's interests, wants, and needs (Pharaon, 2004).
Many predict that greater access to quality education for women will have an "immediate, tremendous impact on women's perceptions of themselves," which will translate into greater post-academic social mobility and increased contribution to society and the economy (Pharaon, 2004, p. 349). It is important that government address not only education management but also women's self-perception within Saudi Arabia and their ability to make a difference in society.
"Impact of quality education on women's self-perception and societal contribution"
"Need for sustained advocacy and reform across all educational levels"
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