Challenges and Reforms in Gulf Higher Education

Reynaldo Gacho Segumpan is Professor and Dean, City Graduate School, City University Malaysia and Fellow, Higher Education Academy, UK.John McAlaney is Chartered Psychologist and Professor in Psychology, Bournemouth University, UK.

• IntroductionPart 1 – Understanding Regional Higher Education Reforms in a COVID-19 ContextChapter 1Potential Reforms in the GCC Higher Education Post COVID-19Chapter 2Pandemic Upsurge: Insights from Higher Education Reforms in the GulfChapter 3Toward a Self-Sustainable Higher Education Quality Assurance System: NFCFFE Model for Higher Education Quality Improvement and AssuranceChapter 4Pandemic Challenges of Higher Education: Reconsidering Core ValuesChapter 5Higher Education in the COVID-19 Environment: ICT-based Perspective for GCC CountriesChapter 6Application of Risk Management on COVID-19 by Universities in the Gulf Cooperation Council (GCC)Chapter 7Directions in Gulf Higher Education: ConclusionPart 2 – Reframing Higher Education ReformsChapter 8An Empirical Analysis of Oman’s Public and Private HEI Students’ Behavioural Intention (BI) in Using E-learning during COVID-19Chapter 9Transforming Online Teaching of a First-Year Business Course: An Autoethnographic Reflection of Managing Teaching and Learning amidst the Pandemic in the Gulf RegionChapter 10University of Buraimi in Oman: Pandemic Lessons and Initiatives for Education Reform from Instructors’ PerspectivesChapter 11The Role of Internal Crisis Communication on Faculty Members’ Implementation of Blended Learning Practices in the GulfChapter 12Impact of Job-related Stress on Professional and Personal Life during Coronavirus PandemicChapter 13COVID-19 and the New Normal: Re-Imagining the Future of Higher EducationChapter 14Gulf Higher Education Reforms vis-à-vis the Pandemic: Conclusion