Realigning human resource development in Saudi public universities: exploring equity and social justice theories

Abstract

Purpose Saudi Arabia (SA) is amongst the few countries with a significant foreign workforce who are employed in the higher education sector. More specifically, 39% of SA's academic staff members are foreign nationals and 63% of that proportion occupy professorial positions. Drawing from a workforce localisation perspective, the study was framed as an exploration of equity and social justice amongst Saudi nationals and foreign nationals in a university work setting. The authors employ the lens of how human resource development (HRD) opportunities are administered. Design/methodology/approach Following the choice of an exploratory qualitative study, the authors employed a multi-case study approach where each of the six universities represented a unit of analysis. Findings The authors found that nationality differences influenced access to HRD opportunities. These differences are reinforced by practices associated with procedural processes, managerial discretion and selective restrictions in accessing HRD opportunities. Social implications The findings have both practical and social implications, specifically for the SA government's strategic vision of developing local human capabilities. Originality/value The workforce localisation agenda within the higher education sector has both a compounding effect on local human capital and supports SA's 2030 Vision and human capital target. Nonetheless, perceived inequity and injustice in accessing HRD opportunities by foreign nationals potentially undermine morale, academic quality standards and research performance, which impacts the development of future human capital and the ‘Saudization’ goals.