1. Introduction

Servant leadership, which involves putting the needs of followers first and enabling others to perform at their highest level

^[1]

, is related to favorable organizational outcomes like higher employee satisfaction ^[2][3][4] and commitment. Nonetheless, its specific impact on faculty loyalty within the higher education sector of Saudi Arabia is yet to be explored in detail, particularly in a qualitative way ^[5]. Servant leadership is not a new phenomenon, yet in the context of Saudi universities, it is still significantly under-investigated ^[6]

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, which is particularly relevant because of the embedded cultural characteristics within such institutions with hierarchical structures and traditional values that may shape social acknowledgment of servant leadership ^[5][7]

2. Background on Saudi Culture

Before exploring the potential impact of culture on the servant leadership-faculty loyalty connection, it is helpful to highlight a few key characteristics of Saudi Arabian culture:

1. Hierarchy and Authority: Saudi culture values hierarchy and respects authority ^[8]. This type of leadership can shape the leadership dynamic in universities, as faculty typically expect a more directive style. Yet, with its main focus on follower empowerment, the servant leadership model potentially provides a different model that can still be useful in this context.
2. Collectivism: Collectivistic Saudi society values harmony of group and loyalty to family and the community ^[9]. This can impact faculty members’ institutions, commitment, and sense of belonging. The concept of servant leadership, which prioritizes community and the relationship with others, could be aligned with this way of being.
3. Religious values: Islam is crucial in Saudi Arabia and shapes the values and behavior of the faculty. The servant leadership style, which focuses on ethical conduct and serving people, aligns with many of Islam’s principles and is seen and perceived favorably by faculty staff ^[6].

This cultural context is key to interpreting the research’s findings and applying the best leadership practices at Saudi public universities.

3. Research Problem

However, despite the widely recognized role of faculty loyalty in achieving organizational performance in Saudi public universities, the extent to which leadership styles—specifically servant leadership—promote this outcome remains less known. The contextual relevance and importance of such leadership in this unique cultural context have also been studied less. This gap is important because faculty loyalty, commitment, and job satisfaction may be influenced by the cultural values and expectations of their home country, such as views on hierarchy and collectivism, which can affect how servant leadership is perceived and experienced by faculty members.

4. Significance of the Study

The findings of this study have important implications for leadership development, organizational effectiveness, and faculty turnover strategies at Saudi public universities. They emphasize that the present study can:

1. Inform leadership development initiatives: The findings can assist university leaders and policymakers understand the importance of servant leadership principles and how to appropriately and effectively implement them to enact servant leadership in ways that resonate with faculty members’ cultural values.
2. Strengthen institutional efficiency: Higher loyalty levels may improve the quality of faculty members’ teaching and research output, improving the efficiency of Saudi universities.
3. Enhance faculty retention: Understanding what keeps faculty members loyal to institutions can help universities design policies and programs that foster a sense of belonging and mitigate the effects of brain drain or competition with rival institutions, whether nationally, internationally, or online.

5. The Objective of the Study

The main goal of the current qualitative research is to investigate the connection between both servant leadership and faculty loyalty in the special cultural context of public universities in Saudi Arabia, particularly the research goal to:

1. Investigate the perceptions and experiences of Saudi public university faculty members about servant leadership.
2. Explore how this perception affects their loyalty, commitment, and job satisfaction.

1. Analyzing the role of cultural background and expectations in shaping faculty members’ understanding regarding servant leadership and its implications and effect on their relationship with their organizations.

To reach these objectives, this paper investigates the following three main research questions:

1. How do faculty staff in public universities in Saudi Arabia perceive and experience servant leadership within their cultural context?
2. How do faculty members’ perceptions regarding servant leadership influence their loyalty, commitment, and job satisfaction within their institution?
3. In what ways do cultural background and expectations mediate the relationship between servant leadership and faculty loyalty in public universities in Saudi Arabia

Literature Review

This section reviews the literature on servant leadership, faculty loyalty, and cultural factors that may shape their relationships, particularly within Saudi public universities.

Servant Leadership

Servant Leadership, a concept that emerged first by Greenleaf (1977)^[10], is defined as a leader serving the needs of followers and encouraging them to achieve their utmost potential. According to Spears (2002)^[11], servant leaders possess ten key characteristics: listening, empathy, healing, awareness, persuasion, conceptualization, foresight, stewardship, commitment to the growth of people, and building community. The ethical aspects of servant leadership have been highlighted in recent work (Liden et al. 2014)^[4], along with its role in enhancing organizational citizenship behavior (Eva et al^[12]. 2019). At an organizational level, servant leadership has also been positively associated with employee satisfaction, commitment, and performance across sectors (Wong and Laschinger 2013, Heffernan and Squires 2018)^[13][14].

Faculty Loyalty

It is faculty loyalty, which is the level of commitment that faculty members have for their institutions. Broadly, it can be understood as a multidimensional construct that encompasses (i) affective commitment (i.e., emotional attachment), (ii) continuance commitment (i.e., perceived cost of leaving); and (iii) normative commitment (i.e., obligation to stay) (Meyer and Allen 1991)^[15]. Aspects such as leadership (Knapp et al. 2002), organizational culture (Peterson et al. 2010)^[16], job satisfaction (Hagedorn 2000)^[17], and work-life balance (Gmelch et al. 2001)^[18] all play a role in loyalty among faculty members. Faculty loyalty has been associated with beneficial outcomes for universities, including lower turnover (Tett and Meyer 1993)^[19], greater research productivity (Enders and Schlueter 2003)^[20], and better teaching quality (Coates and McCormick 2001)^[21].

Cultural Context

Saudi Arabian culture is based on Islamic traditions and values, where collectivism, respect for authority, and community are highly valued (Nydell 2006)^[22]. These cultural aspects may greatly impact the organizational climate and expectations among Saudi organizations, including universities.

These features include:

Hierarchy and Authority: Saudi society is hierarchical, with clear lines of authority and respect for elders and those in positions of power (Al-Krenawi and Graham 2000)^[23]. It can shape the way faculty views and engages with leaders. Other researchers argue that, while Arab culture tends to be more receptive to more directive leadership styles (Ali 2005)^[24], the underlying philosophy of servant leadership can work very well in an Arab context if culturally adapted to meet local norms (Al-Olayan and Karande 2000)^[25].

Collectivism (Enforce acceptance): Focus on being loyal to the family and community and harmony among group members (Hofstede 2001)^[9]. Such a collectivist orientation can influence faculty members’ sense of belonging and/or commitment to their institution, affecting how valued faculty feel in the workplace. These cultural values could potentially align with servant leadership, which, with its emphasis on relationships and community, could be an attractive leadership style in a collectivist culture.

Religious Values: Islam is crucial in Saudi society, affecting social norms and behavior. Servant leadership, which emphasizes ethical behavior and serving others, resonates with several Islamic principles and could be viewed positively by faculty members (Ali 2014).

Servant Leadership and Faculty Loyalty

Although the link between servant leadership and employee loyalty has shown significant results across various fields (Sendjaya et al. 2008), there is limited research focusing on this relationship in the context of Saudi Arabian higher education (Altheeb 2020; Rahman, Jarrar, and Omira 2020). While servant leadership has the potential to cultivate trust and commitment among workers in Arab organizations (Al-Wehaibi 2014), empirical studies are needed to explore the moderation effect of culture on servant leadership (Al-Waqfi et al. 2018), especially since cultural context influences such relationships (den Hartog and Koen 2007). To this end, the purpose of this study is to fill the gap and investigate the perception and experience of faculty members regarding servant leadership in Saudi public universities and the impact of such perceptions on loyalty and commitment to institutions.

III. Methodology

Positionality and Reflexivity

Positionality as an insider in the Saudi higher education community is both an asset and a challenge for the researcher. As an insider, the researcher possesses an innate comprehension of Saudi universities’ cultural context, power dynamics, and intricacies, enabling the researcher to access participants and build rapport. Such insider status enables a more nuanced understanding of the cultural and social contexts that may shape faculty members’ perspectives on servant leadership and loyalty (Tracy 2013).

Nonetheless, this positionality also requires nuanced attention to possible biases and ethical quandaries. To confront these issues, the researcher employed a reflexive stance, examining the different facets of the research process. This entailed (Merriam and Tisdell 2015; Berger 2015):

Transparency: Clearly revealing the researcher’s positionality and possible biases to subjects.

Engaging in self-reflection: Continuously reflecting on one’s assumptions and interpretations at play in the data collection and analyses (Creswell 2014).

Criticality: Challenge the researcher’s views and interpretation so that analysis is firmly based on data and not clouded by preconceived ideas (Berger 2015).

Research Method and Data Gathering

This study was qualitative, and the data was collected through semi-structured interviews. In this sense, qualitative research is best for exploring multi-faceted social phenomena, such as the association between servant leadership and faculty loyalty in a specific national context (Creswell 2014). The semi-structured nature of the individual interviews enabled an in-depth exploration of participants’ experiences and perspectives and flexibility in emerging themes.

Sampling and Participants

A purposive snowball sampling technique was used to recruit 30 participants from six state universities in Saudi Arabia. This method was chosen because it effectively identifies and recruits participants with specific knowledge and experiences, particularly in contexts where trust and access may be challenging (Wellington 2015).

To ensure diversity in the sample, the researcher initially identified potential participants from various departments and levels of seniority within each university. These initial participants were then asked to refer colleagues who might be willing to share their experiences. This snowballing approach allowed for a wider range of perspectives to be included in the study.

Table 1 provides detailed information about the total number of participants, including their potions at university.

Data Collection Procedures

Data was collected using semi-structured interviews that provide structure and flexibility to elicit in-depth information about emerging themes (Roulston 2010; Miles and Huberman 2014). Both face-to-face and telephone interviews were performed for 2 hours. All conversations were recorded and transcribed for later analysis. Data collection was conducted over six weeks.

Data Analysis

Data were analyzed thematically using Braun and Clarke’s (2006) framework to develop patterns and themes. The inductive examination helped to derive some key insights related to the research questions, thus adding rigor and precision to the results.

Ethical Considerations

The study was conducted with the utmost ethical considerations. The study followed ethical guidelines (ESRC 2022) regarding anonymity, confidentiality, and voluntary participation to protect participant rights. All study participants provided informed consent prior to participation. To ensure confidentiality, pseudonyms were used in the research report. Interview transcripts were shared with participants for checking and approval. Interview recordings and transcripts were securely stored and deleted after the study. As an insider researcher, reflexivity and reflexive journalization were employed in the research process to acknowledge potential bias (Cohen et al. 2013).

IV. Findings and Discussion

Based on the responses of the 30 research participants, the study discusses the relationship between servant leadership and faculty members’ loyalty in the higher education sector of Saudi Arabia.

Pseudonyms are reserved with the notation of “University (U) + the respective individual university letter (A/B/C/D/E/F),” “type of participant (Leader/L, Academic staff/AF),” “Positions (Leaders/Vice-Presidents/VP),” “participant number (1/2/3/4/5),” and “interview date.” Thus, for the initial type of case study site, the participants would be called “UALVP1, 06/2024,” “UBSF1, 06/2024,” and “UFLD1, 06/2024,” respectively. Table 2 presents job titles and the data used for the interview.

The First Research Question: How do faculty members in Saudi public universities perceive and experience servant leadership within their specific cultural context?

Main Findings:

The Discussion of the First Research

The results reveal a nuanced understanding of servant leadership among faculty members in Saudi public universities, recognizing its focus on humility, service, empowerment, and collaboration. They respect and appreciate leaders who understand their needs, promote their growth, and bring them to the table when it comes to decision-making. Nonetheless, the hierarchical nature of universities in Saudi Arabia can pose barriers to fully implementing servant leadership, as leaders will need to navigate the cultural landscape that often contradicts the servant leadership philosophy. Although there may be challenges when implementing servant leadership in Saudi Arabia, such as differences between Western values and Islamic values, the principles of servant leadership do align well with Islamic values and cultural norms in Saudi society, indicating a strong potential for servant leadership; it can foster a positive and supportive academic environment.

The Second Research Question: How do faculty members’ perceptions of servant leadership influence their loyalty, commitment, and job satisfaction within their institution?

Main Findings:

The Discussion of the Second Research

The results indicate that servant leadership positively affects Saudi public university faculty loyalty, commitment, and job satisfaction. Additionally, faculty members who witness servant leadership from their leaders are more likely to feel valued and supported in their institution, subsequently enhancing commitment and overall job satisfaction. Overall, this indicates that servant leadership potentially promotes a positive work environment in higher education equivalents in Saudi Arabia, along with a greater guarantee of retention and successful organizational aspects.

The Third Research Question: How do cultural background and expectations mediate the relationship between servant leadership and faculty loyalty in Saudi public universities?

Main Findings:

The Discussion of the Third Research Question:

The present study’s findings indicate significant evidence regarding how culture and expectation shape how servant leadership controls faculty loyalty in Saudi public universities’ framework. Yes, the hierarchical nature of Saudi culture might have some effect on the expectation of leadership. It also works for servant leadership in that you get trust and respect based on your actions, which align with the values of the culture. The cultural concept of collectivism and community in Saudi Arabia aligns with servant leadership’s collaborative and relationship-oriented aspects. Furthermore, the compatibility of the servant leadership approach with Islamic values makes it more appealing and, thus, more likely to be embraced in Saudi universities.

V. Limitations of the Study

There are some limitations of this study that need to be addressed. First, the sample size was modest and restricted to six public universities in Saudi Arabia. The results may not be generalizable to other institutions or cultural settings.

VI. Recommendations

1. Leadership Development: Ministries and universities should create leadership development programs focusing on servant leadership principles and outline how to adjust these to Saudi markets’ cultural settings.
2. The culture of an organization that inspires servant leadership: A university environment must strive to promote service, collaboration, and employee rights.
3. Future research: Longitudinal studies could be conducted to assess the lasting effects of servant leadership on faculty retention, research output, and institutional standing in Saudi educational institutions. A longitudinal study can shed light on the impact of servant leadership on faculty loyalty over time. Forthcoming comparative studies might assess the effectiveness of servant leadership in other cultural contexts in the Middle East and elsewhere.

VII. Conclusion

The implications of the study help enhance the comprehension of servant leadership and how servant leadership can create faculty loyalty among Saudi public universities. Results indicate that when servant leadership is applied in a culture-sensitive manner, it promotes a positive and constructive atmosphere in the workplace, which helps acquire and maintain competent academics. These insights hold significant implications for leadership enhancement programs, organizational effectiveness, and the collective progression of Saudi Arabian higher education

This approach helps foster a positive and encouraging atmosphere that promotes faculty retention, ultimately benefiting the overall progress of higher education in Saudi Arabia. It can ultimately do so by aligning itself with Saudi Vision 2030, which acknowledges the necessity of investing in human capital and creating an economy based on knowledge.

Highlights of the study: This study sheds light on the significance of servant leadership in enhancing faculty loyalty among employees working in Saudi public universities. Adapting the principles created for servant leadership to address the unique cultural context of the university is essential for university leaders in fostering a thriving academic community where faculty members are valued, supported, and engaged in institutional success. This can further enhance the field of higher education and help achieve more of Saudi Arabia’s Vision 2030 aspirations.