Academic staff perceptions of the management of decision-making processes in the Education Faculties of King Saud University and the University of Leeds: a comparative analysis

Decision-making in higher educational institutions is critical for achieving the universal goals of these institutions, particularly in terms of teaching and research related decisions. Decision-making affects the strategic plans and goals of universities in relation to designing modules, choosing teaching methods and participating in research grant applications, and more. Surveying literature indicates that few empirical studies have been conducted on the level of participation of academic staff in the various types of decision-making, which compares the participation of two universities from two different cultures. For this reason, this study aims at bridging the gap in knowledge in this area of research by studying the participation of academic staff in teaching, research, financial issues and administrative decision-making in the Faculty of Education at King Saud University and the School of Education at the University of Leeds. A triangulation approach is used which combines quantitative and qualitative research methods, documentary analysis and observations. 96 questionnaires were analysed from two universities and 18 in-depth interviews were conducted. The analysis focuses on similarities and differences between the actual and desired levels of participation in decision-making by the academic staff at both the aforementioned universities, with particular focus on cultural traces. This study finds that academic members of staff at the University of Leeds are more likely to actively participate in teaching, research, financial issues and administration related decisionmaking. Conversely, the academic staff of King Saud University desire to be more involved in all areas of decision-making.