Nationalization of Gulf Labour Markets: Higher Education and Skills Development in Industry 4.0

Acknowledgements
Contents
Notes on Contributors
Abbreviations
List of Figures
List of Tables
1 The Nexus Between Higher Education, Labour Market, and Industry 4.0 in the Context of the Arab Gulf States
1 Introduction
2 The GCC Socio-economic Context
3 Higher Education and Labour Market in the GCC Countries
4 Innovation Through Higher Education and Industry 4.0
5 Industrial Policy and Industry 4.0 in the GCC Countries
6 Motivation, Reasons, and Structure of the Book
6.1 The Motivations and Reasons of the Book
6.2 Structure of the Book
7 Concluding Remarks
References
Part I Overview on Higher Education and Human Capital in the Gulf Region
2 GCC’s Higher Education in Industry 4.0: Preparing Lifelong Learners
1 Introduction
1.1 Objectives
2 Economic Diversification and Reduction Risk of Fluctuations in International Oil Prices
3 The Higher Education and Labor Nationalization in GCC Countries
4 The Fourth Industrial Revolution (4IR): The Rule of Higher Education in GCC
5 Investment in Human Capital in GCC Countries and Preparing Learners to Nationalize GCC Labor Market
6 Conclusions
7 Recommendations
References
3 Is Work Integrated Learning a Panacea to Employability of Graduates in GCC Countries?
1 Introduction
2 Review of Literature
2.1 The Strategy of Systematic Review
3 Literature Review
3.1 Work-Integrated Learning/Training
3.2 Vocational Training Over Traditional Education
3.3 Importance of Work-Integrated Learning
3.4 Advantages of Work-Integrated Learning
3.5 Implementing Work-Integrated Learning
3.6 Methodologies Adopted
3.7 Understanding Graduate Attributes
3.8 Personal Attributes
3.9 Interactive Attributes
3.10 Interrelationship of Interactive Attributes
3.11 Aspects of WIL at Top-Ranking UAE Higher Education Institutes
3.11.1 Summer Internship/Training
3.11.2 Industry-Related Projects
3.11.3 Interactive Business Challenges
3.11.4 International Workplace Practice
3.11.5 Industrial Visits
3.11.6 General Learning Outcomes
4 Methodology
4.1 Problem Statement
4.2 Objectives of the Study
4.3 Conceptual Model
4.4 Research Design
4.5 Instruments for Measurement
4.6 Sampling Frame and Technique
4.7 Sample Size
4.8 Data Collection
5 Analysis
5.1 Category I: Perception of Students Towards WIL Practices
5.2 Level of Attention Given to In-House WIL Practices
5.3 Level of Attention Given for Activities Conducted Outside the B-Schools
5.4 Category II: Comparison Between the Perception of Students vs. Employers Towards Employability Skills
5.5 Level of Attention Given to Leadership Development
5.6 Level of Attention Given for Team Work Development
5.7 Level of Attention Given to Initiatives Taken by Students
5.8 Level of Attention Given to the Development of Interpersonal Skills
5.9 Level of Attention Given to the Development of Communication Skills
5.10 Level of Attention Given to the Development of Critical Reasoning and Analytical Skills
5.11 Level of Attention Given to Planning and Organising Skills
5.12 Category III: Influencing Factors on Employers During the Hiring Process
6 Findings
6.1 Category I: Perception of Students Towards WIL Practices
6.2 Category II: Comparison Between the Perception of Students vs. Employers Towards Employability Skills
6.3 Category III: Influencing Factors on Employers During the Hiring Process
7 Managerial Implications
8 Conclusion
References
4 Migrating Human Capital: A Case Study of Indian Migrants in the GCC Countries
1 Introduction
2 Socio-Demographic Profiles
3 Socio-Economic Status of GCC
4 Investment in Education
5 Investment in the Health Care
5.1 Crude Birth Rate in GCC Countries
5.2 Crude Death Rates in GCC Countries (Per 1000 People)
5.3 Fertility Rates in GCC Countries (Births Per Woman)
5.4 Current Healthcare Expenditure in the GCC
5.5 Labour Force and Employment
6 Presence of Indian Workers Since 1990s
7 Changing Patterns of Indian Migration
8 Gulf Immigration Policy
9 Policy Implications for Human Capita/HRD
10 Covid-19 and Its Implications for Gulf Immigrants
11 Conclusion
References
Part II Higher Education and Labour Market in Selected Sectors
5 Human Capital Enhancement Through International and On-Line Programs in the Universities of Qatar and the UAE
1 Introduction
2 Theoretical Framework
3 Methodology and Data Collection
3.1 Internationalizing Business and IT Education and Research in Qatar
3.2 Business Education in Doha’s Education City
3.2.1 Structure
3.2.2 Universities
3.2.3 Schools and Education Centers
3.2.4 Research and Science Centers
3.3 Internationalizing Business and IT Education in the United Arab Emirates
3.4 Business and IT Education in Dubai
3.4.1 American University, Dubai
3.4.2 University of Wollongong, Dubai
3.4.3 HULT International Business School, Dubai
3.4.4 London Business School, Dubai
3.4.5 Murdoch University, Dubai
3.4.6 SP Jain School of Management, Dubai
3.4.7 Canadian University, Dubai
3.4.8 University of Dubai
3.4.9 Manchester Business School, Dubai
3.4.10 Dubai Knowledge Village (DKV)
3.4.11 DKV’s Business Partners
3.4.12 Dubai International Academic City (DIAC)
3.4.13 University City of Sharjah
4 Findings and Discussion
5 Concluding Remarks
References
6 Formulating Digital Right-Skilling in the Gulf’s Healthcare 4.0 Ecosystem to Enhance Professional Capabilities
1 Introduction and Orienting Remarks
1.1 The Current State of Play on I4.0 Skills
1.2 Digital Right-Skilling of Healthcare Professionals in the Gulf
1.3 Enhancing Capacity Building via Digital Right-Skilling and Improving Competencies
1.4 Digitally Enhanced Learning with Co-creation and Hybrid Models
2 Concluding Remarks
References
7 A Hospitable Kingdom? Building New Employment Opportunities for Saudi Youth in the Culture, Tourism and Hospitality Sectors
1 Introduction: Readjusted Plans, Ambitions on Hold
2 Re-Defining Tourism and Hospitality in Saudi Arabia
3 Thinking Big: The Giga-Projects
4 The Ministry of Culture: Initiatives
5 The Marketing of Al Ula, a Place like no Other
6 Scholarships and More Scholarships
7 Sectors and Skills
8 Public or Private?
9 Concluding Remarks
References
8 Workforce Nationalization in the UAE: Creating a Framework for Training Emirati Nationals for the Banking Sector
1 Background
2 Research Objectives and Key Research Questions
3 Research Scope
4 Literature Review
4.1 Disruption in the Banking Sector
4.1.1 Technology
4.1.2 Innovation and Agility
4.1.3 Client-Centricity
4.1.4 Regulation and Compliance
4.1.5 Risk Management
4.2 Learning and Working in Banking and Financial Services
4.2.1 The Learner of the Twenty-First Century
4.2.2 Changing Knowledge and Skills in Banking
5 Research Framework
6 Discussion and Analysis
6.1 Research Methodology
6.2 Survey Findings
6.2.1 Key Findings
7 Conclusion
References
Part III Higher Education and Labour Market in Selected Gulf Countries
9 A Realist Perspective on Agile Policy for Future Skills in a Digital Age—An Example from the Kingdom of Bahrain
1 Introduction
1.1 The Kingdom of Bahrain
2 Theory Building—GCC Education Reform, Policy and Complexity
2.1 From the Linier to Embedded Complexity—Old Versus New Reform
2.2 ‘Agile’ Governance as Part of the ‘New’
3 Data Gathering and Analysis
4 The Case Study Context—A Brief Description of the Tertiary Action Plan
5 The Expert Interviews—Findings
5.1 Theme One—System Change and a Different Rhetoric
5.2 Theme Two—Outcomes not KPIs
5.3 Theme Three—Integrated Collaboration and Responsibility
5.3.1 Evidence of Agile Policy Making?
5.3.2 Agile Principle—End User ‘Usefulness’ and Value Through Customer Centric Design
5.3.3 Agile Principle—Welcome Change as Part of Continuous Delivery
5.3.4 Agile Principle—Prioritise Working Outputs in Shorter Time Frames Rather Than Documentation
5.3.5 Agile Principle—Draw on the Wider Stakeholder Group for Participation
5.3.6 Agile Principle—Outputs that Meet the Need They Were Designed for is the Only Measure of Success
6 Concluding Remarks
References
10 High-tech Nationalization of Gulf Employment: A New Labor Market Approach in the United Arab Emirates
1 Introduction
1.1 Workforce Nationalization as Growth Stimulant
1.2 The Digital Economy and Technology-focused Activities
1.3 Looking Ahead: Dubai Over the Next 50 Years
1.4 Aligning Workforce Nationalization and Future Needs
2 Concluding Remarks
References
11 Human Capital and Health Education Among Menopausal Emirati Women in Dubai: Implications and Recommendations
1 Introduction
1.1 Menopausal Emirati Women and Health Education
1.2 Research Scope and Study Objectives
2 Method
3 Results and Discussion
3.1 Socio-demographic Data
3.2 Knowledge About Menopause and HRT
3.3 Attitude Toward Menopause
4 Conclusion and Recommendations
References
12 Emiratization: Challenges and Potential Strategies—An Emirati Youth Perspective
1 Introduction
2 Literature Review
2.1 UAE Labor Market
2.2 Challenges of Emiratization in the UAE Private Sector
3 Methodology
4 Samples
5 Data Analysis
6 Finding and Discussion
6.1 Work Motivations
6.2 Obstacles for Emiratization in the Private Sector
7 Conclusion and Recommendations
References
13 Bridging the Gap Between Gulf Higher Education and Labor Market in Industry 4.0
1 Introduction
2 Rethinking Investment in Higher Education Infrastructure
3 Preparing the GCC Job Market for Industry 4.0
4 Bridging the Gap Between Higher Education, Labor Market, and Industry 4.0
5 Obstacles to Implementation
6 Conclusion
References
Index