Using Concept MappingPattern Matching to Develop a Conceptual Framework for Successful Transition of First Year Saudi Students into Postsecondary Education

Abstract

The Preparatory Year Program (PYP) considers a new phenomenon in Saudi higher education. This study identified the future ideal functions of PYP and developed a conceptual framework for the program at King Saud University. Four research questions were answered in this study including: 1) Using the Concept Mapping/Pattern Matching methodology, how do Saudi male and female postsecondary stakeholders conceptualize the future ideal functions of Preparatory Year Deanship to help students successfully transition into their first year of college/university?; 2) Does this Concept Mapping/Pattern Matching conceptualization compare and contrast with the current working model of the Preparatory Year Program at King Saud University?; 3) Does this Concept Mapping/Pattern Matching conceptualization compare and contrast with King Saud University's explicit strategic plan?; and 4) When conducting a Concept Mapping/Pattern Matching conceptualization, how do the results for males compare and contrast with the results for females?The Concept Mapping/Pattern Matching methodology advanced by (Trochim 1989a(Trochim , 1989bKane & Trochim, 2007) utilized for data collection and analyzing. Fourteen male including 2-PYP students, 1-Medicine College Faculty, 1-Business Administration College Faculty, 1-Engineering College Faculty, 4-PYP Faculty, 1-Academic Advising Faculty at PYP, 1-Students Affairs Faculty at KSU, 1-Students Affairs at PYP, and 2-Educational Company and nine female including 3-PYP' students, 1-Pharmacy College Faculty, 2-PYP Faculty, 2-Parents, and 1-Educational Company participated in two separate brainstorming sessions. The male participants generated 48 statements and the female group generated 36 statements. The participants in each group sorted the generating statements individually into groups and rated them based on a five-point scale for relative importance and institutional efficacy.For each group male/female the Multidimensional Scaling and Hierarchical Cluster Analysis were conducted to create various concept maps, the final one being a seven-cluster and six-cluster concept map for male and female, respectively, representing the stakeholders' conceptualization of the field being studied. Following the creation of the concept maps for each group, the resulting priorities and their conceptualization schema were both compared and contrasted to the current working model of PYP and the explicit strategic plan of KSU (KSU2030) for similarities and differences in a qualitative document analysis. The male and female perceptions were also compared and contrasted.The study revealed three main dimensions for developing PYP at KSU including Organizational design and structure, Pedagogical functionality, and Student services. Further, seven foundational principles may be embraced to develop the three dimensions previously mentioned including: 1) adopting a talent philosophy to first meet student's needs and then the institution's mission; 2) a flexible PYP model to meet individual student's needs; (3) applying a pedagogical...