2021 Arab Region
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جامعة الملك خالد kkueduksa kkumc www.kku.edu.sa King Khalid University ﺣﺎﺻﻞ ﻋﻠﻰ اﻻﻋﺘﻤﺎد اﻟﻤﺆﺳﺴﻲ ﻣﻦ اﻟﻤﺮﻛﺰ اﻟﻮﻃﻨﻲ ﻟﻠﺘﻘﻮﻳﻢ واﻻﻋﺘﻤﺎد اﻻﻛﺎدﻳﻤﻲ Institutionally Accredited by National Center for Academic Accreditation and Evaluation Quality and Accreditation: Memberships: 40 +
Graduates Employment Rate* 2017 18 Graduates 75 %
UBT_EDU WWW.UBT.EDU.SA 920000490 QS HIGHER EDUCATION REPORT FEATURING THE 2021 ARAB REGION RANKINGS
Contents
Welcome . 5
Arab Leaders’ Thoughts . 7
Rankings Overview. 12
Methedology. 16
Rankings Tables. 17
Innovative Arab Region. 22
Post-lockdown. 36
Contributors. 49
ﺣﺎﺻﻞ ﻋﻠﻰ اﻻﻋﺘﻤﺎد اﻟﻤﺆﺳﺴﻲ ﻣﻦ اﻟﻤﺮﻛﺰ اﻟﻮﻃﻨﻲ ﻟﻠﺘﻘﻮﻳﻢ واﻻﻋﺘﻤﺎد اﻻﻛﺎدﻳﻤﻲ Institutionally Accredited by National Center for Academic Accreditation and Evaluation Quality and Accreditation: Memberships: 40 +
Graduates Employment Rate* 2017 18 Graduates 75 %
3 UBT_EDU WWW.UBT.EDU.SA 920000490
QS HIGHER EDUCATION REPORT FEATURING THE 2021 ARAB REGION RANKINGS
Welcome
Welcome to the October 2020 QS Higher Education Report featuring the 2021 Arab Region Rankings.
The release of this report and its associated rankings are timely, published just over a month after the first virtual QS MAPLE Conference and Exhibition in September 2020. We had originally planned on holding QS MAPLE 2020 in March, but sudden travel restrictions at the time caused a postponement.
While we were disappointed to not meet in person to discuss Building World-Class Universities, the sudden postponement refocused discussions on another area of interest for the region, economic In this Higher Education diversity and globalization. Over the two-day event, experts and higher Report, we bring you education leaders, as well as our first non-human speaker, Sophia some of the highlights of the Robot, discussed Innovative Middle East and Africa, centered on MAPLE 2020. the opportunities and difficulties within the region as many countries continue towards their Vision 2030 strategies.
In this Higher Education Report, we bring you some of the highlights of MAPLE 2020 as well as the QS and Elsevier roundtable, a closed-door event held a day prior to the conference and exhibition. The hour-long discussion covered several areas of interest for university leaders within the region, revealing which concerns overlap and across which countries.
Outside of the Arab region alone, this month’s report unpacks the post-lockdown plans of universities, the thoughts of students, and the possibilities for the future.
I look forward to seeing you in person at MAPLE when circumstances allow and virtually at the next MAPLE in March 2021.
Anton John Crace Editor QS Quacquarelli Symonds
5
QS HIGHER EDUCATION REPORT FEATURING THE 2021 ARAB REGION RANKINGS
Arab Leaders’ Thoughts
By Monica Hornung Cattan, Head of Programs, QS Quacquarelli Symonds
In the lead up to the 2020 MAPLE Virtual Conference and Exhibition in September, QS and Elsevier hosted a roundtable with higher education leaders from the Middle East and Africa, centered on the areas of consideration for university vice chancellors and presidents. Using Elsevier and Ipsos MORI’s 2020 report, Challenges university leaders face in an ever-changing world, to frame discussions, the roundtable uncovered areas in which the strategic planning of institutions in the Middle East and Africa both correspond and differ from others around the world.
Leaders also noted they While the historical context of the discussions will remain firmly rooted needed to communicate within a period of uncertainty and lockdowns due to COVID-19, the the quality and benefits roundtable further highlighted that universities’ overall sensitivities in of online degrees. September 2020 were more or less unchanged compared to up to a decade earlier. Rather than completely overhauling higher education, at that point in time at least, the coronavirus pandemic has sped up changes. Leaders at the roundtable also noted this was creating both positive and negative impacts overall.
Elsevier and Ipsos MORI’s report as well as the points raised by university leaders broadly fell into one of eight topics: Developing Strategy, Nurturing Culture, Benchmarking Performance, Building Brand, Driving Research Quality, Establishing Partnerships with Industry, International Collaboration, and Demonstrating Impact. Digital transformation pre-COVID-19
While online education has ramped up significantly during the global pandemic, due in large part to necessity as campuses remain closed, the university leaders were clear to point out much of the digital transformation of university education had already been underway. In some cases, one leader noted, digital and online had been under discussion for over a decade.
Instead, the leaders said COVID-19 had been an accelerant for digital transformation rather than a catalyst.
7 QS HIGHER EDUCATION REPORT FEATURING THE 2021 ARAB REGION RANKINGS
For the region, however, leaders highlighted concerns around the progress of development, particularly for areas underserved by infrastructure. Some gaps in the availability of high- speed internet, for example were putting strains on their ability to continue their efforts towards advancing education access. Additionally, institutions with more advanced experience of digital delivery were in a better position during COVID-19 to continue students’ education. The leaders called for more collaborative support between institutions in the region to push all up to the same level. Collaboration and research
The acceleration of digital transformation across university campuses, however, did present several opportunities to bolster an institution’s impact and level of external collaboration, according to one leader. The technology that has accompanied the online has created new areas of research, particularly around Artificial
8 QS HIGHER EDUCATION REPORT FEATURING THE 2021 ARAB REGION RANKINGS
Intelligence, the Internet of continue to serve the needs working more closely with Things, the Internet of Energy, of the community. One leader the community, industry, and and Digital Twins. said they were particularly society more broadly to convey mindful that research and that message better. In the Just as digital transformation collaboration, which has its same way institutions need has created new areas for own set of benefits in terms to continue to engage with higher education research, the of global reputation, did not the community around their technology has also facilitated supplant local community research, they also must work new ways to undertake engagement. The leaders to change societal perceptions collaborative partnerships. said universities in the of the value of online and According to one leader, this region were balancing local digital education. itself represents a potential and international needs reshaping of university As much as COVID-19 has simultaneously. relationships, and speculated caused significant negative institutions should shift disruption in higher education, their interests from seeing The acceleration of digital the pandemic could potentially themselves as predominantly transformation, however, did push positive changes in competitors to predominantly the way society view virtual present several opportunities. collaborators. education. In the same way opinions on work and working Community and industry from home have changed, Culture As institutions strive to bolster and the way business and the inter-university research Despite the possibilities connecting with peers has collaboration, a significant provided by the rise of digital been altered, this period could opportunity within the education, some leaders be a watershed moment. It region is to similarly bolster also noted they needed to is an opportunity to change industry and private sector communicate the quality and the way the Arab region views partnerships. This, according benefits of online degrees. the value of new education to some leaders, would also One raised concerns that in practices and in turn become a see a significant improvement some areas of the region, an world leader, according to the in research and employability online degree was not viewed roundtable speakers. output. as positively as an in-person This is an abridged version of an degree. While doing so, however, upcoming larger report. other leaders said they were The leaders said as a mindful of ensuring they consequence, they were
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www.qssubjectfocus.com/bangkok-2020 QS HIGHER EDUCATION REPORT FEATURING THE 2021 ARAB REGION RANKINGS
Arab Region Rankings Overview
By Dr Andrew MacFarlane, Rankings Manager, QS Quacquarelli Symonds
Welcome to the QS World institutions we evaluated this for the Arab Region is almost University Rankings: Arab year worked hard with us to 23 percent more than the Region 2021, our annual verify data and check accuracy. previous year. There is a clear insight into the top performing push in the region to intensify The 2021 edition saw 160 institutions in the Arab region. research, and this is paying off institutions ranked, up from for overall performance. In what has been a 130 last year. This increase challenging year for the is not only a result of more We have maintained a higher education sector sustained efforts around data consistent methodology this across the globe, the level of collection and institutional year. This allows students and engagement from institutions engagement, but a sign that institutions alike to benchmark in the Arab region has been absolute performance, in historical performance more tremendously encouraging. terms of reputation, research, easily. Therefore, we can and teaching is on the rise. begin to look at what the top We aim to provide students performing institutions have with our original data and To add further support to this, in common, and some areas insights to help empower we have seen an increase for growth from emerging them to make the best of 15 percent in papers institutions. decisions for themselves. To and 20 percent in citations, do this, we rely on the support more than double the global In line with any QS ranking, of institutions in the region to growth in the same period. reputation forms a crucial ensure that their data is up- By institution, the average component of the success to-date, accurate and full. The citation increase in the Top 100 of the top institutions.
12 QS HIGHER EDUCATION REPORT FEATURING THE 2021 ARAB REGION RANKINGS
Encouragingly, we have seen Institutions that score well important to employers in the solid year on year increases in in this tend to have well- Middle East region, and the the international nominations rounded faculty offerings, a skills of graduates that they received in our Academic strong culture of research, are least satisfied with. The Reputation surveys. We saw and well-established global most important skills were a 37 percent increase in partnerships. Institutions with flexibility, communication, and academic nominations of our strong scores in reputation problem solving. Professional 2019 and 2020 ranking, and also tend to score well in our experience was the most a further 31 percent between other indicators, bolstering sought after characteristic our 2020 and 2021 rankings. the unsurprising truth that of the global employers we The majority of nominations well-rounded institutions offer surveyed. It is paramount in the region are coming from high quality education to their that institutions prepare their Engineering and Technology, students. students for the realities of which when taken together the global workplace. By Equipping students for with the increase in citations ensuring that work experience life after graduation is an in this field (23 precent), is woven into the fabric of especially important role for indicates a strong focus on their education, as well as institutions, particularly as sciences from the region. integrating these soft skills many students face uncertain into the learning experience, Reputation is a hard-earned futures. In our annual QS institutions will be supporting metric that takes time to Global Employer Survey, their students’ futures in the build and effort to nurture. we looked at the skills most region and beyond.
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QS HIGHER EDUCATION REPORT FEATURING THE 2021 ARAB REGION RANKINGS
16 61-70 81-90 25 25 28 31 37 30 32 33 28 12 45 27 10 46 42 11 13 38 15 49 14 41 17 40 22 34 16 18 20 43 35 21 47 19 39 48 24 23 36 1 2 4 3 5 6 7 8 9 2020 Institution Name KING ABDULAZIZUNIVERSITY(KAU) NOTRE DAME UNIVERSITY-LOUAIZE (NDU) AMERICAN UNIVERSITYOFBEIRUT(AUB) MANSOURA UNIVERSITY QATAR UNIVERSITY APPLIED SCIENCEUNIVERSITYOFBAHRAIN (KFUPM) KING FAHD UNIVERSITYOFPETROLEUM&MINERALS HOLY SPIRITUNIVERSITYOFKASLIK UNITED ARABEMIRATES UNIVERSITY KING KHALIDUNIVERSITY KING SAUDUNIVERSITY(KSU) ASSIUT UNIVERSITY AMERICAN UNIVERSITYOFSHARJAH KING FAISAL UNIVERSITY SULTAN QABOOS UNIVERSITY YARMOUK UNIVERSITY KHALIFA UNIVERSITY AJMAN UNIVERSITY AJMAN ABU DHABIUNIVERSITY UNIVERSITY OFJORDAN AN-NAJAH NATIONALAN-NAJAH UNIVERSITY THE AMERICANUNIVERSITYINCAIRO PRINCESS SUMAYA UNIVERSITYFORTECHNOLOGY CAIRO UNIVERSITY PRINCESS NOURAHBINTABDULRAHMANUNIVERSITY JORDAN UNIVERSITYOFSCIENCEANDTECHNOLOGY ALFAISAL UNIVERSITY LEBANESE AMERICANUNIVERSITY HELWAN UNIVERSITY AIN SHAMSUNIVERSITY CANADIAN UNIVERSITYOFDUBAI UNIVERSITY OFSHARJAH (FORMERLY UNIVERSITYOFDAMMAM) IMAM ABDULRAHMANBINFAISAL UNIVERSITY(IAU) UMM AL-QURAUNIVERSITY(UQU) ARABIAN GULFUNIVERSITY ALEXANDRIA UNIVERSITY PRINCE MOHAMMADBINFAHD UNIVERSITY UNIVERSITÉ SAINT-JOSEPH DEBEYROUTH ZAYED UNIVERSITY AHLIA UNIVERSITY LEBANESE UNIVERSITY UNIVERSITY OFKUFA KUWAIT UNIVERSITY GERMAN JORDANIAN UNIVERSITY UNIVERSITY OFBAGHDAD THE HASHEMITEUNIVERSITY BEIRUT ARABUNIVERSITY AMERICAN UNIVERSITYINDUBAI UNIVERSITY OFBAHRAIN UNIVERSITY OFBALAMAND QS HIGHEREDUCATION REPORTFEATURING THE2021ARABREGIONRANKINGS SA LB LB EG QA BH SA LB AE SA SA EG AE SA OM JO AE AE AE JO PS EG JO EG SA JO SA LB EG EG AE AE SA SA BH EG SA LB AE BH LB IQ KW JO IQ JO LB AE BH LB location 100 0 99 9 38 8 99 3 65 3 93 2 43 5 99 7 26 5 97 7 58 4 99 8 61 3 96 2 79 0 82 3 66 3 70 3 43 4 49 7 98 7 36 8 99 1 33 5 45 9 91 4 13 7 65 7 34 0 93 0 36 5 80 6 33 8 74 2 20 6 92 7 30 7 60 0 64 9 37 5 71 7 37 7 76 5 37 6 74 7 37 4 40 3 52 2 66 2 29 5 Academic Reputation 100 100 91 34 91 79 88 76 98 14 67 27 97 28 71 58 61 82 54 98 64 93 55 96 63 90 10 98 61 86 47 72 21 48 15 71 37 99 66 39 96 64 58 51 60 49 67 83 66 80 Employer Reputation 96 4 92 3 96 6 62 8 83 6 93 3 88 1 92 1 26 7 68 1 23 6 97 6 99 6 15 7 17 7 32 4 18 6 79 4 32 3 21 9 50 5 54 7 75 6 61 2 23 8 50 6 12 9 96 3 93 7 98 8 14 4 26 6 80 1 60 9 64 9 11 6 71 4 10 8 51 3 69 3 23 5 41 6 14 8 99 9 9 2 3 7 6 2 8 54 99 Faculty Student 99 4 28 6 93 7 19 1 98 1 89 5 11 8 96 8 19 8 95 6 14 6 92 5 34 4 12 2 67 3 48 6 17 4 67 5 72 2 32 8 35 7 73 3 32 5 11 1 14 9 20 3 72 8 14 6 32 9 13 8 36 2 48 7 23 4 16 8 42 4 39 1 49 8 23 5 35 6 22 6 12 5 100 100 3 8 8 6 5 1 7 4 14 50 11 Papers per Faculty 48 3 65 9 83 7 49 8 96 7 99 2 50 6 69 6 24 4 90 9 53 7 67 5 47 7 57 9 93 2 33 8 35 3 30 1 23 9 77 3 38 2 43 2 97 5 88 7 52 5 31 2 38 2 26 9 38 7 49 2 42 5 98 2 42 3 41 4 29 7 65 4 20 7 18 9 51 7 100 8 9 1 9 3 7 6 8 8 48 7 7 - - Citations per Paper 10 5 72 1 49 9 48 5 98 3 96 7 70 7 99 2 95 8 56 4 17 6 74 8 82 3 14 4 19 5 58 2 39 6 43 8 10 4 98 4 64 4 12 1 68 3 78 2 71 8 52 1 77 3 25 7 31 5 38 7 71 1 100 100 100 100 100 100 100 100 100 2 2 5 2 3 1 3 2 3 4 7 1 2 7 9 99 21 International Faculty 95 4 96 4 16 3 98 7 70 4 88 7 94 4 21 8 65 6 10 5 48 7 57 2 72 5 46 5 18 8 11 9 67 4 89 7 49 8 67 7 93 8 62 2 23 9 85 9 50 1 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 1 2 6 4 1 2 90 48 97 2 Staff with PhD 39 4 46 2 79 3 97 3 58 2 36 4 55 8 61 1 30 8 10 1 29 9 67 3 52 8 36 3 50 3 15 2 53 3 56 8 97 5 65 2 39 7 40 4 76 5 55 7 49 7 46 5 22 6 60 1 100 100 100 100 100 100 100 8 5 3 4 5 9 8 3 3 7 8 1 9 6 9 6 6 1 4 1 2 74 36 51 International Students 15 9 94 3 97 3 98 8 95 9 55 7 82 7 56 8 42 6 98 2 26 3 98 6 25 2 57 6 40 1 99 5 22 1 57 3 42 9 29 2 77 7 11 7 64 2 16 9 28 7 10 6 58 9 20 6 89 5 20 1 66 7 56 8 24 2 47 4 100 100 9 8 5 3 7 8 9 7 8 9 5 2 93 98 98 72 63 91 43 5 International Research Network 27 6 98 2 28 3 78 3 92 3 96 1 21 2 91 9 50 3 54 8 81 8 54 5 83 5 51 5 66 7 32 6 28 9 98 5 97 1 32 5 99 7 28 5 84 7 26 2 73 4 39 5 54 2 15 9 60 3 30 9 86 3 19 7 90 3 20 5 73 1 60 7 84 8 24 5 13 8 24 6 43 4 43 3 31 8 44 3 100 100 100 9 1 8 2 35 Web Impact Overall 17 18 QS HIGHEREDUCATION REPORTFEATURING THE2021ARABREGIONRANKINGS - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 101-110 111-120 111-120 101-110 111-120 101-110 101-110 101-110 111-120 101-110 91-100 91-100 91-100 91-100 91-100 71-80 61-70 71-80 51-60 51-60 81-90 61-70 71-80 81-90 51-60 71-80 51-60 81-90 61-70 71-80 51-60 61-70 61-70 71-80 51-60 51-60 61-70 61-70 71-80 61-70 71-80 81-90 81-90 51-60 81-90 61-70 71-80 71-80 50 50 44 2020 Institution Name AL AZHARUNIVERSITY TANTA UNIVERSITY MARITIME TRANSPORT ARAB ACADEMY FORSCIENCE,TECHNOLOGY AND SALEM AL QUDSUNIVERSITYTHEARABINJERU- UNIVERSITÉ DEMONASTIR FAYOUM UNIVERSITY AMERICAN UNIVERSITYOFRASALKHAIMAH(AURAK) UNIVERSITY OFBABYLON TAIF UNIVERSITY BIRZEIT UNIVERSITY ZAGAZIG UNIVERSITY (GUST) GULF UNIVERSITYFORSCIENCEANDTECHNOLOGY BRITISH UNIVERSITYINEGYPT ISLAMIC UNIVERSITYOFLEBANON EFFAT UNIVERSITY PRINCE SULTAN UNIVERSITY ISLAMIC UNIVERSITYOFGAZA SUEZ CANALUNIVERSITY SOUTH VALLEY UNIVERSITY UNIVERSITY OFDUBAI TAIBAH UNIVERSITY UNIVERSITY OFKHARTOUM UNIVERSITÉ DECARTHAGE AL NAHRAINUNIVERSITY UNIVERSITY OFBASRAH AL-IMAM MOHAMEDIBNSAUDISLAMICUNIVERSITY UNIVERSITY OFMOSUL AMERICAN UNIVERSITYOFTHEMIDDLEEAST(AUM) UNIVERSITY OFNIZWA BRITISH UNIVERSITYINDUBAI UNIVERSITY OFSADAT CITY GERMAN UNIVERSITYINCAIRO AL-AHLIYYA AMMANUNIVERSITY ISLAMIC UNIVERSITYINMADINAH AMERICAN UNIVERSITYINTHEEMIRATES JEDDAH UNIVERSITY BENHA UNIVERSITY MUSTANSIRIYAH UNIVERSITY CADI AYYAD UNIVERSITY UNIVERSITÉ DETUNISELMANAR MAJMAAH UNIVERSITY MAJMAAH UNIVERSITY OFTECHNOLOGY -IRAQ MUTAH UNIVERSITY AL AINUNIVERSITY PHILADELPHIA UNIVERSITYAT JORDAN AL BALQA APPLIEDUNIVERSITY PRINCE SATTAM BINABDULAZIZ UNIVERSITY DAMASCUS UNIVERSITY UNIVERSITÉ DESOUSSE FUTURE UNIVERSITYINEGYPT UNIVERSITY OFTABUK NAJRAN UNIVERSITY NAJRAN AL AKHAWAYN UNIVERSITYIFRANE QASSIM UNIVERSITY AL ZAYTOONAH UNIVERSITY APPLIED SCIENCEPRIVATE UNIVERSITY-JORDAN EG EG EG PS TN EG AE IQ SA PS EG KW EG LB SA SA PS EG EG AE SA SD TN IQ IQ SA IQ KW OM AE EG EG JO SA AE SA EG IQ MA TN SA IQ JO AE JO JO SA SY TN EG SA SA MA SA JO JO location 55 5 37 7 34 8 34 7 41 6 34 4 41 4 37 3 ------Academic Reputation 47 44 41 51 39 58 ------Employer Reputation 33 2 88 9 29 8 90 8 35 6 46 8 71 3 57 1 19 2 80 9 30 1 22 1 36 1 99 9 20 3 24 2 37 7 82 4 50 6 34 4 67 1 99 6 58 8 92 2 43 7 68 1 32 3 100 100 37 27 64 20 36 ------Faculty Student 26 7 38 9 86 3 17 9 26 5 14 9 16 4 16 5 39 7 16 3 17 9 41 9 77 6 18 3 38 7 20 2 27 7 36 2 18 7 23 1 35 2 32 4 26 2 17 9 33 9 18 1 16 2 16 4 16 7 39 1 24 9 100 58 44 ------Papers per Faculty 28 1 75 6 72 5 71 2 30 9 63 7 44 3 37 6 24 2 87 8 23 5 47 6 58 5 68 2 53 2 44 8 29 8 57 9 31 6 78 6 99 5 82 4 41 8 60 6 29 1 41 7 51 2 73 9 26 1 30 2 100 61 ------Citations per Paper 17 4 26 8 11 2 97 2 99 7 97 4 66 7 25 9 99 4 11 2 36 1 65 5 88 8 78 5 21 9 66 9 81 9 53 4 69 4 10 4 100 100 100 100 100 100 6 2 7 2 87 15 60 ------International Faculty 83 9 29 8 66 4 21 8 49 3 18 8 64 6 71 1 99 1 81 5 44 8 58 2 90 8 84 1 31 9 69 6 96 7 91 5 95 4 64 4 96 5 100 100 100 100 100 100 100 100 100 100 100 100 39 ------Staff with PhD 16 4 96 7 21 1 36 9 12 9 36 2 42 4 59 7 99 4 11 6 20 1 34 9 16 9 93 6 37 3 16 8 47 5 99 5 15 1 90 4 100 100 100 100 100 100 100 8 3 14 31 ------International Students 43 2 66 5 79 5 44 5 37 6 24 3 25 5 44 1 37 7 83 6 19 4 27 7 74 8 67 1 69 4 52 2 62 9 33 6 55 7 30 6 40 1 33 2 33 2 70 8 27 2 50 8 74 6 22 2 43 3 30 1 65 4 20 9 79 6 44 25 ------International Research Network 46 4 34 2 41 1 48 3 52 8 53 6 32 4 98 7 41 9 25 9 23 3 77 6 33 9 25 7 37 5 74 8 52 1 34 2 23 6 36 2 32 7 56 5 22 7 80 4 42 6 27 3 26 9 91 2 55 9 27 1 30 2 23 6 48 9 41 ------Web Impact ------Overall - 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121-130 101-110 121-130 111-120 121-130 111-120 111-120 101-110 121-130 111-120 121-130 111-120 101-110 121-130 121-130 121-130 101-110 111-120 121-130 91-100 91-100 91-100 91-100 91-100 81-90 81-90 81-90
2020 Institution Name UNIVERSITÉ ANTONINE AL-YAMAMAH UNIVERSITY UNIVERSITÉ HASSANIIDECASABLANCA ARAB OPENUNIVERSITYKUWAIT UNIVERSITÉ MOHAMMEDVDERABAT ASWAN UNIVERSITY UNIVERSITY OFANBAR DAR AL-HEKMAUNIVERSITY AL HUSSEINBINTALAL UNIVERSITY ISRA UNIVERSITY-JORDAN AMERICAN UNIVERSITYOFSCIENCEANDTECHNOLOGY JERASH PRIVATE UNIVERSITY BENI-SUEF UNIVERSITY PALESTINE POLYTECHNIC UNIVERSITY MIDDLE EASTUNIVERSITYJORDAN RAFIK HARIRIUNIVERSITY MINIA UNIVERSITY SALAHADDIN UNIVERSITY-ERBIL NATIONAL UNIVERSITYOFSCIENCEANDTECHNOLOGY SOHAG UNIVERSITY SUDAN UNIVERSITYOFSCIENCEANDTECHNOLOGY SOHAR UNIVERSITY HOUARI-BOUMEDIENE UNIVERSITÉ DESSCIENCESETDELATECHNOLOGIE TAFILA TECHNICALUNIVERSITY UNIVERSITY OFKERBALA TIKRIT UNIVERSITY UNIVERSITY OFPETRA UNIVERSITÉ BADJIMOKHTAR DEANNABA AL ALBAYT UNIVERSITY UNIVERSITÉ DEBEJAIA AL BAHAUNIVERSITY UNIVERSITÉ DEGABÈS ARAB AMERICANUNIVERSITY D'ORAN MOHAMEDBOUDIAF UNIVERSITÉ DESSCIENCESETDELATECHNOLOGIE DHOFAR UNIVERSITY UNIVERSITÉ MOHAMMEDPREMIERUMP JAZAN UNIVERSITY UNIVERSITÉ SIDIMOHAMEDBENABDELLAH KAFRELSHEIKH UNIVERSITY UNIVERSITY OFALQADISIYAH MENOUFIA UNIVERSITY UNIVERSITY OFBUSINESSANDTECHNOLOGY UNIVERSITÉ ABOUBEKRBELKAIDTLEMCEN UNIVERSITY OFDIYALA UNIVERSITÉ DETUNIS UNIVERSITY OFDUHOK UNIVERSITÉ IBNTOFAIL UNIVERSITY OFHAIL AL AZHARUNIVERSITYOFGAZA UNIVERSITY OFSCIENCE&TECHNOLOGY, SANA'A AL JOUFUNIVERSITY UNIVERSITY OFSULAIMANI SITY WORLD ISLAMICSCIENCESANDEDUCATION UNIVER- ZARQA UNIVERSITY QS HIGHEREDUCATION REPORTFEATURING THE2021ARABREGIONRANKINGS LB SA MA KW MA EG IQ SA JO JO LB JO EG PS JO LB EG IQ OM EG SD OM DZ JO IQ IQ JO DZ JO DZ SA TN PS DZ OM MA SA MA EG IQ EG SA DZ IQ TN IQ MA SA PS YE SA IQ JO JO location ------Academic Reputation 43 45 ------Employer Reputation 47 5 56 7 31 4 19 3 56 8 37 8 29 7 23 9 29 2 19 6 68 9 24 2 38 5 65 8 22 9 39 8 40 7 28 6 33 1 36 4 26 1 39 21 43 29 31 ------Faculty Student 24 5 18 4 44 9 33 7 18 7 36 5 17 8 50 6 23 5 24 9 31 8 18 9 62 1 17 8 71 8 15 1 16 9 15 7 20 8 16 1 49 7 15 26 51 ------Papers per Faculty 34 6 26 6 76 7 43 9 60 7 49 7 28 3 61 2 26 6 86 9 32 2 23 6 32 6 31 2 49 7 34 3 25 59 24 ------Citations per Paper 25 1 95 2 97 9 66 8 22 1 12 5 35 9 95 4 69 7 18 1 85 1 69 5 81 6 10 4 17 4 100 5 6 6 1 8 7 7 1 94 74 8 ------International Faculty 48 7 74 2 23 5 93 9 86 2 40 7 97 3 92 4 19 9 51 1 61 3 20 7 100 100 100 100 100 100 100 100 100 26 ------Staff with PhD 28 3 32 2 86 2 77 3 30 1 56 8 81 7 26 9 99 9 62 3 20 2 76 7 95 1 100 8 1 6 5 9 1 7 5 6 1 84 98 11 ------International Students 56 9 48 6 34 4 29 9 25 4 59 8 51 9 56 6 35 8 48 7 27 2 29 3 21 7 25 3 43 3 64 5 40 7 22 3 58 2 79 9 21 8 43 1 26 6 22 ------International Research Network 34 2 26 5 25 1 49 5 30 4 39 1 46 9 37 9 26 8 23 7 23 5 31 6 23 2 31 7 26 8 43 7 89 1 87 3 25 2 27 3 25 ------Web Impact ------Overall 19
QS HIGHER EDUCATION REPORT FEATURING THE 2021 ARAB REGION RANKINGS
22 QS HIGHER EDUCATION REPORT FEATURING THE 2021 ARAB REGION RANKINGS
Innovative Arab Region
By Anton John Crace, Editor, QS Quacquarelli Symonds
The Arab region is in the middle of change. The past ten years have seen monumental and historic advances within the region, and education has played a central role.
Among the educational changes throughout the 2010s, overall positioning on the world stage has improved. Arab universities within the top 300 of the QS World University Rankings doubled, from 2017 ranking to 2021.
As changes in higher education have taken place, the Arab region has also seen significant economic shifts. Governments are placing an emphasis on building knowledge economies and market diversification, looking at their education systems’ past successes as a foundation and using those systems to build into the future.
In preparing for the coming decade, regional leaders discussed opportunities at the first QS MAPLE Virtual Conference and Exhibition in September, under the 23 QS HIGHER EDUCATION REPORT FEATURING THE 2021 ARAB REGION RANKINGS
theme Innovative Middle East ratio of human capital to total Diversification and outreach and Africa: Higher education- wealth, despite conversely The Abdulla Al Ghurair led economic diversity and having a significantly higher Foundation for Education globalization. investment in education and (AGFE) in the UAE has been higher levels of education The untapped working within this cross- attainment. section of tensions since Many countries within the The reasons for this disparity its foundation in 2015 and Arab region are in the process are complicated, but the World has seen significant success of economic diversification, Bank lists them broadly as but providing scholarships most notably through Vision four interconnected tensions and opportunities for 2030 development plans between credentials and skills, underserviced, high achieving established in countries discipline and inquiry, control students as well as through including Qatar, the UAE and and autonomy, and tradition partnering with others to Saudi Arabia. Each share and modernity. increase access to education. goals to boost economic prosperity, with aims to One of the largest reduce dependency on natural philanthropic organizations resources through investment in the Arab region, its goals and support of knowledge- We’ve taken each step in success include preparing 50,000 based economies. to the next level Emirati youth for higher education and work and A key component of these elevating the livelihoods of a plans is education, which, Among its recommendations further 150,000 Arab youth according to the World to combat these tensions, by 2025. Its third goal aims to Bank’s 2018 Expectations and the report highlights growing leverage its knowledge and Aspirations: A New Framework collaborative partnerships and technology partnerships to for Education in the Middle meaningfully implementing promote lifelong learning. East and North Africa, has “a technology. large untapped potential to “The reality is we didn’t do contribute to human capital, “Technology presents a unique any of this alone,” explains well-being, and wealth”. opportunity to help to deliver Chief Executive Dr Sonia Ben high-quality education in a Jafaar on the foundation’s The report, following the more efficient and effective achievements. World Bank’s Human Capital manner,” the report notes. Index, also notes the Middle East and Africa has the lowest
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QS HIGHER EDUCATION REPORT FEATURING THE 2021 ARAB REGION RANKINGS
Among those achievements, AGFE has grown from 50 students graduating a micro-master’s program in partnership with MIT, to 1,200 students undertaking blended introductory courses. The success of Universiti Teknologi MARA (UiTM) as an academic leader in Islamic Finance is proof of the foresight of UiTM’s Along the way, AGFE has also co-created training for faculty and staff academics and intelligence. Embedding values of Islamic Finance in and most recently helped form a consortium in the region, while academia and research of Business and Accountancy has given continuously reflecting back on its achievements to improve student UiTM the edge in creating prevention mechanisms and developing outcomes. integrity systems. Using novel approaches in applying real world “Many of the MENA intelligence into the worldly aspiration of human existence, UiTM has “We’ve taken each step in success to the next level,” says Dr Ben Jafaar. produced financial caliphs. states are making great strides towards “We started out slow, each time we learn, we move to a greater reach addressing key with higher aspirations and... we rely heavily on the insights of our economic, societal, and partners.” development challenges Increasing the number of options for students to undertake online that deeply impact the education, however, is not the only action required to achieve the Arab workforce and foundation’s goals of improving those learning outcomes and building communities.” lifelong learning, she tells QS.
“Online learning done well takes purposeful effort, just like face-to- face learning,” she says, adding once an online learning opportunity is created, ensuring students can access it still remains “a complex endeavor”.
26 The success of Universiti Teknologi MARA (UiTM) as an academic leader in Islamic Finance is proof of the foresight of UiTM’s academics and intelligence. Embedding values of Islamic Finance in academia and research of Business and Accountancy has given UiTM the edge in creating prevention mechanisms and developing integrity systems. Using novel approaches in applying real world intelligence into the worldly aspiration of human existence, UiTM has produced financial caliphs. QS HIGHER EDUCATION REPORT FEATURING THE 2021 ARAB REGION RANKINGS
“What this [means], in term of an example, would be purchasing technology and broadband access and delivering it to areas that were actually under lockdown [due to COVID-19] at the time with special precautions and permissions from local authorities,” she says.
Like the recommendations of the World Bank, AGFE’s work in online education and educational partnerships predate the COVID-19 pandemic, but bringing together a team of highly- educated professionals in their fields who are eager to learn from each other has Continuing progress Established in 2001 in London, created a culture of ongoing AIWF shares AGFE’s vision improvement and adaptability, “Many of the MENA states are of improving the quality of notes Dr Ben Jafaar. making great strides towards life and economic output addressing key economic, “What that allowed us to do of the Arab world through societal, and development is to react quickly and adapt educating young people and challenges,” observes to our programming and with connecting businesswomen Haifa Al Kaylani, Founder our partnerships,” she says. throughout the region. Over and Chairman of the Arab its two-decade history, its The result of their efforts saw International Women’s Forum mission of “Building Bridges, students graduate from the (AIWF). Building Business” has seen Abdul Aziz Al Ghurair school of “Many of them are actually on it accumulate over 1,500 Advanced Computing in May, target to achieving key goals associations, individuals, despite not being able to take by 2030.” corporations and partnerships in-person classes. from 45 countries.
28 Creative Minds Transform the world
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QS HIGHER EDUCATION REPORT FEATURING THE 2021 ARAB REGION RANKINGS
Al Kaylani is explicit in the To aid the goal of gender in 2020 an opportunity to reasons behind why she diversity in the region, AIWF collectively commit our efforts believes diversifying the Arab also launched the Young Arab towards creating a thriving, workforce will lead to greater Women Leaders initiative with powerful region economy with returns on investment. PricewaterhouseCoopers in a vibrant, inclusive society, 2011 to equip young women above all with equality for “Estimates include that the with the skills to start, grow opportunity for all.” MENA region would benefit and lead their own successful from a 50 percent boost in Traditionally modern businesses. economic output if women Creating a world-class were to participate in the “Many of these young women higher education system workforce to the same extent now are in STEM subjects and that supports the economic as men,” she says, adding that STEM professions,” says Al aspirations of the Arab region growth has the potential to Kaylani. requires careful consideration, be even more impactful due The current stoppages caused says Hugh Martin, Registrar to the region’s significantly by the COVID-19 pandemic and Chief Administrative higher levels of investment in should also be viewed as an Officer of the British University infrastructure and education. opportunity to reflect upon the in Dubai, UAE. “Education is about creating a coming decade according to Installing WEIRD principles hub of knowledge and a hub Al Kaylani, who notes it is an - Western, Educated, of purpose while recognizing “optimum time… to invest in Industrialized, Rich the key role that technology an enabling environment for Democracies - into the Middle plays. The MENA needs further economic growth”. East, says Martin, “doesn’t to drive by fully harnessing “What we need now is help produce any amount of education and technology,” sustained focus on powering success, let alone economic she says. economic growth through success”. “[But] a second key factor education, gender diversity, Martin, who joined the UAE’s in preparing the region is and decent work, by British University in Dubai gender equality, and we are engaging in collaboration, after a wealth of experience witnessing in MENA countries in dialogue, and cohesive in higher education in the that the gender equality multi-stakeholder data-driven UK and US, says the region agenda towards Vision 2030 implementation. will meet its goals through is not only progressing but “Despite the challenges posed considering its own strengths actually thriving.” by the pandemic, we have and needs.
31 QS HIGHER EDUCATION REPORT FEATURING THE 2021 ARAB REGION RANKINGS
“The success of industries and While these are some of the universities in the Middle East greatest growth prospects, Increasing the number of options and the UAE, particularly, will Professor Singh counters for students to undertake online be based on Emarati in the speculation the region is education, however, is not the only UAE, Saudis in Saudi, Omanis starting entirely from scratch, action required. in Oman and so on, beginning saying she believes it is to run… [and] develop their already socially, economically, own universities,” he says. and technologically advanced, with an appreciation and Collaboration within the further adds that as well as openness to knowledge region and outside of it must bringing talent into region, creation and dissemination. adhere to a guiding principle universities should also be of equitable partnership, he boosting their collaborative Instead, she says, as tells QS. output with others. collaboration becomes more sophisticated, the focus of “It’s no good people like me “There is a strong need to universities should be to refine just coming into this region, communicate the values [of their efforts towards gathering dropping in with a set of skills, research partnerships] to and contributing to global best and then disappearing again.” the greater world,” she says, practice in higher education, pointing to the 2020 Rankings’ Vice President for Academic while remaining relevant to a findings that the region’s Affairs at UAE’s American localized environment. universities lag behind others University in the Emirates, in academic reputation. AIWF’s Al Kaylani agrees, Professor Abhilasha Singh, pointing to the many “These things have been advancements seen within emphasized by the National the Arab region over the Higher Education Excellence past decade and similarly Framework in the UAE, where encourages students, a percentage of collaborative educators and business to publications, partnerships renew their efforts over the and especially the resulting coming decade. research partnerships with Top 200 universities is one of “We have achieved a lot but the indicators now. The region the journey continues. There’s understands the leading and a lot more to do,” she tells QS. the lagging indicators.”
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Post-lockdown
By Martin Ince, Writer and Journalist
Nobody knows exactly how higher education will be changed when the world gets going after the COVID-19 pandemic. But Nick Petford has a clear idea of how his own routine will alter.
As Vice Chancellor of the University of Northampton (UN) in the UK, he is accustomed to a tough daily commute into the office. When the English lockdown ends, however, he says he plans to make that journey just twice a week, running the institution mostly from his home office.
There are much deeper and wider effects to the global COVID-19 lockdown. The sudden, worldwide spread of the virus owed much to “When we get to a period the growing availability of international travel, and its effect on lengthy of economic recovery, supply chains, with deep roots in China, has drawn attention to the international exposure fragility of the globalized world. will still be valuable.” UN’s student body is 12 percent international, mainly from India, China and other Asian nations.
“Our international applicant numbers this year were the highest ever,” says Petford.
“We will find out soon how many of those turn into a cash deposit. That is the real proof that the student will come. At the moment we are preparing for a cut in the number of overseas students we receive.”
Hector Escobar sees this issue from the perspective of a Chilean student finishing an International MBA at emlyon business school in France.
36 QS HIGHER EDUCATION REPORT FEATURING THE 2021 ARAB REGION RANKINGS
“Business relationships could [become] more remote, so it is very important to have professionals who understand the context of different countries and cultures, who have a high capacity to adapt to change, and who are international leaders,” he says.
On the other side of the world Cheryl de la Rey, Vice- Chancellor of Canterbury University in New Zealand, is confident recruiters will continue to value international awareness as a positive attribute among graduates.
“At a time of high unemployment, recruiters may decide to favor local applicants,” de la Rey tells QS.
“But when we get to a period of economic recovery, international exposure will still be valuable. Part of the problem to solve [is] visa issues for international “It started in one small part vital and continuing role for [applicants].” of the world and spread at an globally-aware individuals. In any case, she adds, the amazing and destructive pace. pandemic has proved yet The need for an international again the need for thought approach to this sort of and action on a global scale. issue will grow,” she says, suggesting there will be a
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QS HIGHER EDUCATION REPORT FEATURING THE 2021 ARAB REGION RANKINGS
Hou Yung-Chi, Chief Executive paying closer attention to I think these are more evident of Taiwan higher education health and safety. today than ever before. But as quality body HEEACT and Europe continues to recover, it “There will be caution Associate Dean of Education at will encourage more students among students who saw NCCU University in Taipei, also to take this option.” how international travel was expects the negative effects of stopped, and prevented them How far for distance the pandemic on international from getting home,” de la Rey learning? higher education to continue says. for a few years at most. A plethora of institutions have She adds some nations, already announced plans to “Next year, universities will be including her adopted home deliver courses remotely, in trying to complete courses of New Zealand, will come part or completely. at a time when students are out of COVID-19 with their reluctant to travel. A year later, The idea that high-quality reputations enhanced. things may well be easier for education calls for human students and universities, “New Zealand’s reaction to contact is a fundamental especially if a vaccine has been the pandemic makes it an one for many students as developed against the virus.” even more attractive place well as for their professors, for international higher however, and from Escobar’s Will students shun risk? education, and this is an perspective, enthusiasm for At the same time, experts say opportunity,” she says. distance learning is building. the aftermath of the pandemic QS’ pulse survey supports “There might be increased is bound to cause potential has similarly found a positive interest in distance education. international students to think brand and student decision- There are schools that are about risk in a new way. While making impact in countries adapting fast to this new overseas study is one of the that have responded to the methodology,” he notes. safer life choices for young coronavirus, a point Escobar people, COVID-19’s rapid “However, [success] will confirms. spread may influence the depend on schools being thinking of some applicants. “When I decided to come to able to offer a differentiated France, I considered … the proposal that adds value to Ongoing analysis within QS’ country’s safety and health candidates, and above all, that coronavirus pulse survey system,” he explains. the graduates start to succeed also shows prospective after completing their studies.” international students are “Living and studying abroad has always entailed risks, and
39 QS HIGHER EDUCATION REPORT FEATURING THE 2021 ARAB REGION RANKINGS
In Canterbury, too, de la Rey sats digital transformation of universities requires careful and ongoing consideration. She says distance learning “goes with the grain” of courses that are essentially about professional development.
But for a full degree course, “students would miss campus interaction”, and universities should consider how best to replicate that experience. The upshot is likely to be that teaching will become “more flexible”, blending digital and UN teaches many practical Petford points out distance presence methods. subjects that might seem to learning also now prepares require presence teaching, students with digital tools Technology improves all the but Petford says technology and technologies that “are the time, though, and de la Rey now allows nurses to learn future of the workplace”. points out, “Virtual reality and diagnosis on screen. The immersive technologies have Digital quality same goes for paramedics, reached a point where this podiatrists, midwives and “I expect individual subject barrier is not insurmountable.” other medical professionals. choices to become more Canterbury students already important to students and “As the technology has gone use virtual labs. Taken employers, and the choice of beyond PowerPoint, it has together, these developments institution less so,” Hou says. become possible to use point to a future block model immersive approaches to give De la Rey adds existing in which most of a degree students all the key data and subjects may push further course is taken remotely, decision points. After all, the significant change to the calling for only a limited same approach already works configuration of subjejcts and amount of time on campus. when pilots learn to fly on a boost multi-disciplinarianism simulator,” he says. over the next few years.
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“We are keen on knowledge “We might have five or six bigger consideration, she areas rather than on entry points in a year instead continues. disciplines. For example, we of one or two. And there will Hou also sees opportunities might combine public health be more emphasis on the civic for quality assurance agencies and human behavior [into a role of universities.” such as hers. new knowledge area],” she This new set of priorities says. “Distance learning will call for for students also impacts new teaching methods,” she Petford, also sees student organizations which exist to says. expectations changing fast, inform students, such as QS. and says, “There might be As Hou sees it, rankings offer At the moment, only some demand for a course that puts students a means to quickly quality assurance agencies economics and epidemiology screen options. assess distance learning alongside one another”. programs. Subject rankings will grow “Universities... now have in importance over time as “They will need to respond to a great opportunity to be subject choice becomes a new modes of learning,” says creative,” he says. Hou.
42 QS HIGHER EDUCATION REPORT FEATURING THE 2021 ARAB REGION RANKINGS
“That will mean thinking of granular facts. She agrees think how they work with new indicators of quality.” students will demand more students at all levels”. New information on the courses forms of teaching will be part While students will want they are considering, an of the picture, but there will reassurance about course area which corresponds with also need to be a new spirit quality, universities and findings of the ISS. of flexibility in all the ways graduate recruiters will want universities and their students to know what they are learning It will be especially important, interact. in a world where big set piece she says, to find more ways exams are less relevant than in to guarantee the quality Higher education in a post- the past. of teaching, to assess how COVID-19 world is still being different forms of delivery shaped, but institutions find De la Rey expects open- work out in practice, and to be themselves in the drivers book assessment to sensitive to changing student seat to usher in momumental become more important in expectations of teaching. change. the new world and thinks future examinations will In Petford’s view, the next step focus on engagement and may well be “a period of global understanding, not on specific reflection in which universities
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