Governance Mechanisms and Educational Policy Development in Higher Education Institutions in the UAE

Abstract

This study examined the impact of governance mechanisms on educational policy development in higher education institutions in the United Arab Emirates. The study identified the perceived level of governance mechanisms, assessed the level of educational policy development, examined the predictive effect of governance dimensions on policy development, and tested whether faculty members’ perceptions differed according to gender and academic rank separately for governance mechanisms and educational policy development.The study adopted a descriptive analytical survey design and used a questionnaire administered to 325 faculty members in UAE higher education institutions. The instrument comprised two scales: governance mechanisms and educational policy development. The findings indicated a high level of governance mechanism implementation and a high level of educational policy development. Multiple regression showed that governance mechanisms significantly predicted educational policy development, explaining 56% of its variance. The results indicated no statistically significant gender differences in either construct, while academic-rank differences were found in favor of full professors for both governance mechanisms and educational policy development. The study recommends strengthening transparent governance practices, expanding faculty participation in decision-making, and activating systematic monitoring and evaluation processes. Digital transformation is treated in this study as an institutional context affecting governance and policy priorities, rather than as a separate measured variable.    Received: 21 March 2026 / Accepted: 12 July 2026 / Published: September  2026