Higher education in Oman has undergone remarkable expansion over the past two decades, with private universities and colleges emerging as central pillars in meeting rising demand. Today, private institutions constitute the majority of higher education providers in the Sultanate of Oman — a development that reflects a deliberate and forward-looking national strategy. In a rapidly diversifying economy, the state cannot and should not, remain the sole provider of tertiary education.
This is closely aligned with Oman Vision 2040, which prioritises human capital development, skills readiness, innovation and the transition towards a knowledge-based economy. Private higher education institutions are therefore not peripheral participants but essential partners in advancing national ambitions. The critical question is not whether private providers should exist, but whether the operational models guiding some of them fully reflect the broader educational and societal purpose they are meant to serve.
Universities are not ordinary commercial enterprises but are entrusted with developing skilled graduates, advancing research and innovation, strengthening ethical and civic values; and contributing to national development priorities. If profit maximisation becomes the sole driving force, these responsibilities risk being reduced to secondary concerns.
It is important to be clear that not all private higher education institutions in Oman follow a profit-first mindset. Many demonstrate genuine commitment to academic quality, faculty development, student learning and national goals. However, there are cases where financial performance dominates strategic decision-making. In such environments, senior management may prioritise compliance with investor expectations over academic judgement, particularly when leadership continuity depends on financial outcomes. Over time, this creates a culture where academic concerns are muted rather than addressed.
The impact is most visible at the academic level. Faculty members, instead of being treated as knowledge professionals, are increasingly treated as factory labour. Teaching loads expand, administrative control intensifies and academic autonomy is reduced. Research, curriculum innovation and professional development become difficult when workloads leave little time or institutional support. Job insecurity further discourages faculty from raising concerns about quality, assessment standards, or student learning. Silence becomes a survival strategy.
Students are increasingly framed as customers who are always right. This framing prioritises short-term satisfaction over long-term learning outcomes. Students may remain quiet about declining academic standards because immediate interests such as grades, workload, or progression appear protected. When both faculty and students are structurally discouraged from speaking up, internal academic governance weakens and quality erosion becomes gradual but persistent.
Regulation alone cannot fully solve this problem. Even with robust oversight mechanisms, government bodies cannot conduct microscopic, day-to-day monitoring of teaching quality, assessment integrity, or academic culture inside every institution. This reality has become even more relevant following the recent restructuring of Oman’s education governance, where higher education responsibilities were consolidated within a unified national framework. This reform presents an opportunity to move beyond procedural compliance towards smarter, incentive-based regulation that reinforces academic purpose while respecting institutional autonomy.
If Oman is serious about Oman Vision 2040 human capital goals, private higher education policy must move from general quality statements to clear, enforceable expectations. One critical step would be introducing a cap on profit withdrawal from private higher education institutions, with the remaining surplus mandatorily reinvested into academic priorities such as faculty development, learning resources, research capacity and student support services. This would not undermine private investment; rather, it would ensure that financial success strengthens institutional quality instead of weakening it.
Equally important is the introduction of a national minimum pay scale for academic and administrative staff, issued and monitored by MoE, alongside a clearly defined set of basic facilities and working conditions. These should include transparent workload norms, access to professional development, minimum research support for research-active faculty and clear due-process protections in contract renewal. Such measures would not only improve quality but would also give faculty the confidence to speak up in defence of academic standards.
Other Gulf countries offer cautious lessons rather than models to copy. Across the region, rapid expansion of private higher education has often been followed by stronger regulation to protect quality and graduate outcomes. Oman can adopt this principle without importing unsuitable frameworks by focusing on what is measurable and enforceable: reinvestment in quality, learning outcomes and institutional transparency.
Private higher education is indispensable to Oman’s future. Profit itself is not the problem. The problem arises when profit replaces purpose rather than resulting from it. If private higher education institutions are to remain true partners in nation building, profit must be aligned with academic integrity, human capital development and the long-term aspirations of Oman Vision 2040.
Oman Observer is now on the WhatsApp channel. Click here
