According to the results of a questionnaire administered to students at the King Saud University, Khashar- (1984) reports that students try to befriend expatriate faculty and offer to do personal favors. In return, the students expect high marks. He further reports that eighty seven percent of the respondents answered positively that the expatriate faculty accept favors. AlShami (1983) reports that some faculty members in Saudi Arabia oper.te private businesses in addition to their university responsibilities.

Al-Shami (1983) states that during the academic year 1979-80 a total of 1756 Egyptian faculty members were employed in Saudi higher education, 509 of whom were females; Sudanese accounted for 193 (17 fe.nales); Syrians 128, Jordanians 93, and Palestinians, 61. The nonArab staff during the same period totalled 829. Expatriate faculty in Kuwait, United Arab Emirates, Yemen Arab Republic, ano Oman also constitute a very high proportion of the higher education teaching cadres.

Safi (1986) reports that faculty turnover at the University of Kuwait is great because of short-term contracts with non-Kuwaiti faculty and secondments from other universities. He also reports the low morale among this faculty because of career uncertainty, job insecurity, and heavier than regular teaching load. Khashan (1984) reports that expatriate faculty are treated poorly by the university administration and that they do not enjoy the status of the Saudi professors. The physicist Esmael (1983) reports that the College of Education at the University of Mosul in Iraq has been very much understaffed, entailing a teaching load of occasionally as much as thirty hours of teaching per week. As a national of Ireland from Egyptian origin, he advised professors to keep "a few light years away from matters of politics; for only then precious self respect and pride can be guaranteed." Many universities in the Arab countries are doing their utmost to alleviate their staffing problems. Hundreds of potential faculty members are sent overseas to complete their higher studies -- mostly at the Ph.D. level -- by the universities of Jordan. Corresponding numbers sponsored by the various universities in Saudi Arabia, Kuwait University, the United Arab Emirates and the other Gulf countries are quite high. One problem is related to the overseas education of Saudi females, where tradition prevents a female from studying abroad unless accompanied by a male member of the family.

Unless this changes, teaching of females in segregated Saudi universities will continue to depend on expatriate female faculty. (Al-Shami, 1983)

# Facilities

Appropriate buildings, libraries, centers of communication, modern equipment, sophisticated computers, textbooks, and facilities all contribute to the quality of a university and enhance its image. However, the facilities by themselves do not represent advancement or high standards. The quality of faculty and staff as well as the manner in which facilities are utilized have an important bearing. As expected, the quality of facilities on the campuses of the universities in the Arab countries under review varies widely from the multi-billion dollar new campus of King Saud University in Riyadh to the make-shift premises in former secondary school compounds for the College of Arts of Al-Mansoura University in Egypt and the Faculty of Letters of Tishreen University in Syria. Both the campuses and facilities of the universities in Jordan are quite impressive, as are those of the University of Petroleum and Minerals in Dhahran, the University of Qatar, and Colleges that constitute the new university of Bahrain.

As stated earlier, some universities start without a master plan because of governmental pressure; others follow plans then abandon them when they are forced to absorb many more studen-s than originally planned for. Kuwait University has its campus in five Iccations and its present buildings were intended to be used for five years following the establishment of the University in 1966. The same buildings are still being used after twenty years. (Safi, 1986) Laboratory facilities and equipment generally leave much to be desired in the heavilypopulated poor universities while expensive equipment adorns small research laboratories adjacent to faculty offices in other universities. In the Student Survey Evaluation involving Kuwait University students conducted by Safi (1986), laboratory facilities were described as somewhat adequate but mishandled and in need of repair. Reference is made to the improper utilization and/or handling of laboratory apparatus. There is evidence of improper maintenance, and resources are ordered through bureaucratic procedures with delays of up to a year common before delivery. Szyliowicz (1973, pp. 290-291), _lS_