Critiquing of higher education policy in Saudi Arabia: towards a new neoliberalism Tariq Elyas European Language Department, King Abdulaziz University, Jeddah, Saudi Arabia, and Michelle Picard University of Adelaide, Adelaide, Australia Abstract Purpose – The purpose of this paper is to critically examine the impact of 9/11 on education in the Kingdom of Saudi Arabia. The authors take a historical approach in order to speak more broadly about higher education policy in Saudi Arabia and show how the post 9/11 context of education in Saudi Arabia has led to a new paradigm in educational policy, which has moved away from what McCarthy et al. call “safe harbors” in schooling and education. Design/methodology/approach – The authors first define neoliberalism and then describe its manifestations and impact on the Saudi Arabian educational context, particularly post-9/11. The authors also describe the arguments against adopting a neoliberal approach and suggest a new neoliberalism that addresses the needs of a glocalized Saudi higher educational community. Findings – A neoliberalism paradigm has been adopted by education policy writers and university academics. In addition, the university learners have enthusiastically embraced neoliberalism and globalization. However, the authors argue that the local conditions make a complete transformation to neoliberalism inappropriate and that, instead, a glocalized form of neoliberalism is required to meet national and individual needs and to ensure the buy-in of local teachers/lecturers. Practical implications – This paper has implications both locally and internationally. It provides insight into the changes that occurred in the educational policy of Saudi Arabia post 9/11. This in turn explains how Saudi Arabia’s sudden shift in education gears towards the local market needs. Hence, this “glocalized” neoliberalism could hopefully address the needs of local learners and teachers to operate in a globally competitive environment, as well as address the fears of local critics. Originality/value – This is the first paper in the context of Saudi Arabia that deals with a “Neoliberalism approach” in unpacking the educational policy paradigm shift post 9/11. Keywords Saudi Arabia, Higher education, Educational policy, Neoliberalism, Higher education policy, Glocalization, Paradigm, 9/11 Paper type Conceptual paper Introduction Invoking the opposition between movement and stasis in modern life, Dennis Carlson, in his book Leaving Safe Harbors admonishes [educators] to move out of the “safe harbors” of settled educational practices and philosophies in order to better address the challenges posed to schooling by the dynamics associated with globalization and multiplicity (McCarthy, 2009). Neoliberalism, governmentality and education Foucoult (1977) uses the term “governmentality” to describe how internalised discourses and knowledge can operate non-hierarchically in institutions to guide The current issue and full text archive of this journal is available at www.emeraldinsight.com/1753-7983.htm Received 31 August 2012 Revised 28 January 2013 Accepted 29 January 2013 Education, Business and Society: Contemporary Middle Eastern Issues Vol. 6 No. 1, 2013 pp. 31-41 q Emerald Group Publishing Limited 1753-7983 DOI 10.1108/17537981311314709 Higher education in Saudi Arabia 31