| This is an exploratory, descriptive case study of the MBA program at the College of Industrial Management, University of Petroleum and Minerals, Saudi Arabia. This case study attempts to evaluate the positive and negative influences of institutions of higher education (IHEs) of developed industrial nations and transnational corporations (TNCs) on the (IHEs) in the developing nations, by examining the development, implementation, evaluation and revision of a graduate degree curriculum within a Saudi university. The study was designed to explore the extent to which the MBA program represents a typical U.S. MBA program and the extent to which it has been adapted to fit the specific needs of the Saudi socio-cultural and socio-economic system.;The evidence gathered suggests that the UPM MBA program is strikingly similar to that of a typical American state university in terms of the courses offered, course content, textbooks, language of instruction, degree requirements, teaching methodology, and faculty educational background. In fact, very little has been done to substantially adapt the program to suit the needs of Saudi graduates. In fact, educators feel that a close alliance with American universities is a positive feature of the program. This tendency, however, conflicts with Saudi national educational goals for tertiary education, i.e. attaining a greater degree of institutional self-sufficiency and self-perpetuation.;The field work was carried out over an academic year. Three types of data were collected: (a) interviews of CIM faculty, students and administrators, each designed to elicit participants' views on the actual and potential impact of developed nations' cultural and economic institutions on those of the developing nation. The questions also assessed the participants' perceptions of the relevance of the MBA curriculum to local needs. (b) MBA seminars were observed to obtain first-hand knowledge of the appropriateness or inappropriateness of topics discussed in the classroom and teaching methods to the needs of Saudi graduates. In particular, the study looks for evidence of a "hidden" curriculum, recognizing that no educational system or language is value-free. Finally (c) secondary data sources regarding the university, the library, the research center and the Consortium were evaluated. |
