Assessing Stakeholder Engagement at Applied Science University (Bahrain) – SDG 11.3.2 Report

Applied Science University (ASU) in Bahrain has committed to Sustainable Development Goal 11 (Sustainable Cities and Communities), particularly indicator 11.3.2 which emphasizes inclusive and participatory decision-making in local communities. This report evaluates whether ASU maintains formal participatory bodies and mechanisms to recognize and engage local stakeholders – including local residents, civil society groups, private sector entities, and government officials – in its governance and activities. The analysis draws on ASU’s official documentation and Bahraini government sources to identify: (1) formal participatory bodies at ASU, (2) evidence of stakeholder participation in university decision-making or program development, (3) memoranda of understanding (MoUs), meetings, or collaborative events with community and government representatives, and (4) the relevant Bahraini policy context that promotes public, private, and community consultation in education and development. All findings are documented with proper citations from authoritative sources, in line with Times Higher Education (THE) Impact Rankings reporting standards.

Participatory Governance and Engagement Structures at ASU

– Dedicated Community Engagement Office and Committee

ASU has established internal structures to institutionalize community and stakeholder engagement. Notably, a Vice President for Administration, Finance and Community Engagement is part of the university’s executive leadership, and a Community Engagement Office (headed by a dedicated director) oversees outreach initiatives [1]. ASU’s Community Engagement Committee – composed of academic and administrative staff – coordinates community partnerships and reports to senior management [2]. These bodies ensure that engaging the local community is a formal part of ASU’s governance and strategy. The university president has emphasized that ASU “gives a lot of importance to community engagement and partnerships,” aiming to provide services that add value to the Bahraini community while enriching students’ education [1].

– Program Advisory Boards with External Stakeholders

In addition to internal committees, ASU integrates external stakeholder input into academic decision-making through Program Advisory Boards (PABs) and similar councils at the college and program level. Each academic program or department convenes an advisory board that includes external members – for example, industry professionals, employers, alumni, and field experts – alongside faculty. These advisory boards serve as participatory platforms to align curricula and training with community and labor market needs. In June 2024, the Advisory Board of the Master in Commercial Law program (chaired by His Excellency Counselor Dr. Ali Al-Tawalbeh, an external legal expert) held a meeting on campus to discuss program developments [3]. The council reviewed labor market needs for legal professionals, considered the annual program review, and examined feedback from an employers and graduates meeting as part of the agenda [3]. Board members praised the college’s efforts to continually develop the program to serve students and meet local community needs, and they pledged cooperation in refining the program’s specialized tracks [3]. Similarly, in May 2023 the Architectural Engineering Programme Advisory Board – chaired by an industry representative (Ms. Manar Sirriyeh) – convened to review senior design projects, evaluate student internship outcomes, and discuss skills required by the engineering industry. The PAB deliberated on proposals for curriculum development and issued recommendations to ensure graduates acquire the competencies demanded by the local job market [4]. These examples demonstrate that ASU’s academic planning processes are not insular; rather, they systematically include input from local employers, professionals, and alumni to keep programs relevant to community and economic needs. In fact, the University’s leadership actively encourages alumni participation in governance: alumni are considered “the best ambassadors of any university” and can sit on university committees – especially program advisory groups – to provide guidance, review curricula, and contribute to academic improvements [5]. ASU’s Alumni Club and the Career Development & Alumni Affairs Office facilitate this involvement, ensuring that alumni voices help shape university programs and strategy [5].

– Student and Community Representation

While students are internal stakeholders, it is noteworthy that ASU also supports a Student Council (an elected body of students) to represent the student body in university decision-making [2]. This ensures the voices of local youth and residents (many students are Bahraini or from the Gulf region) are heard in governance, aligning with SDG 16 and 11 principles of inclusive institutions. Moreover, ASU’s Board of Trustees – the supreme governing board – includes prominent figures who bring national perspective and oversight (for instance, the Board is chaired by a former university president and includes external members) [6] [7]. Although the Board’s primary role is strategic, its composition reflects engagement with broader society and the private sector in guiding the University.

Stakeholder Participation in Decision-Making and Program Development

ASU provides concrete evidence of stakeholders participating in university decision-making and academic development. As detailed above, external stakeholders (employers, alumni, and professionals) play an advisory role in curriculum design and review. The advisory boards at the program and college levels are a key mechanism: they meet regularly to discuss changes to academic programs in light of community needs, accreditation requirements, and student feedback. For example, during the Master of Commercial Law Advisory Board meeting in 2024, the members explicitly considered the recommendations arising from an employers’ and graduates’ consultation meeting held that year [3]. By reviewing the needs of the labor market and stakeholder recommendations, the board ensured that the program’s development is informed by those who will employ or benefit from ASU graduates [3]. The board’s endorsement of a new specialized track in the program – and the request for further study to refine it – came directly from this participatory discussion, illustrating a stakeholder-driven approach to academic decision-making [3].

Another illustration comes from the Architectural Engineering program: the 2022/2023 Advisory Board meeting saw members (including industry engineers) discuss current and future skills required for engineering graduates and propose program improvements accordingly [4]. These inputs led to recommendations on curriculum updates (such as integrating specific technical competencies and professional licensure preparation) to better prepare students for local industry expectations [4]. Such involvement of external experts ensures that ASU’s curricula remain aligned with community and employer needs in Bahrain’s urban development context. It also exemplifies participatory decision-making as envisaged by SDG 11.3.2, where local stakeholders have a voice in shaping educational programs that ultimately impact the community.

Beyond formal boards, ASU solicits stakeholder feedback through surveys and direct engagement. According to the University’s strategic documents, there is an annual process to survey alumni, employers, and advisory board members about academic offerings, and to use this feedback in program review and development [8]. The President’s News Digest reports similarly emphasize involving “alumni, employers, … recruitment agencies, and regulatory bodies” in developing academic programs to ensure they meet external expectations [9]. This inclusive approach is reinforced by external quality reviews: a 2019 institutional review by Bahrain’s Education & Training Quality Authority noted that in formulating its mission and strategy, ASU consulted both internal and external stakeholders (including the Board of Trustees, deans, and others) [10]. The same review panel recommended continuing broad-based consultations (“institution-wide debate that involves its various stakeholders”) for institutional planning [11]. These findings indicate a culture of stakeholder engagement in governance – from high-level mission setting to ground-level curriculum design – at ASU.

Partnerships and Collaborative Engagement with Community and Government

ASU actively maintains memoranda of understanding (MoUs) and partnerships with a range of local community groups, private sector associations, and government bodies. These formal partnerships often establish joint committees or working arrangements, creating ongoing channels for stakeholder engagement and input. Key examples include:

– Engagement with Local Government

ASU has a MoU with the Capital Governorate (the local government authority for Manama and surrounding areas) to undertake collaborative activities that benefit both ASU students and the wider Bahraini society [12]. Through this partnership, ASU and the Governorate coordinate on community initiatives in the capital region, ensuring the University contributes to local development plans and that community needs inform ASU’s outreach programs. Another major government linkage is with the national legislature: in December 2020 ASU signed a MoU with the Shura Council’s General Secretariat (upper house of Bahrain’s Parliament). This agreement provides for ASU to organize training programs and workshops for Shura Council staff, to offer advisory expertise, and in return to give ASU students learning opportunities at the Council [1]. ASU’s President noted that the University was keen to partner with the Shura Council not only to share academic expertise but also to learn from the Council’s knowledge resources (legal, social, and economic research) and allow students to attend Council sessions [1]. The MoU created a two-way exchange: ASU helps build capacity in a public institution, while government experts and data inform academic practice. This aligns with a broader strategy of “building bridges of communication with professional specialized entities” to enrich graduates’ practical skills in public-sector contexts [13]. Signing ceremonies for such agreements are attended by high-level stakeholders – for instance, ASU’s Vice President for Community Engagement and the Director of the Community Engagement Office participated in the Shura Council MoU signing [1] – underscoring the importance ASU places on these partnerships.

– Engagement with Civil Society and NGOs

ASU has forged partnerships with local civil society organizations to advance shared community goals. For example, ASU has an MoU with the Bahrain Businesswomen’s Society, focusing on “undertak[ing] collaborative activities which focus on enhancing the role of women in business” [14]. This involves joint workshops, networking events, and mentorship programs that connect ASU students (both male and female) with successful women entrepreneurs and professionals in Bahrain, thereby incorporating community perspectives on women’s economic empowerment into university life. Similarly, ASU partners with the Bahrain Small & Medium Enterprises (SME) Society via MoU to hold joint events and training sessions with a focus on entrepreneurship development [14]. Through this collaboration, local entrepreneurs and SME owners engage with ASU (as guest lecturers, startup mentors, or advisors for the Business Incubation Centre), and ASU in turn supports the SME Society’s initiatives with academic expertise. Another notable partnership is with the Social Media Club (Bahrain Chapter), where an MoU facilitates joint conferences and training programs on digital media and community outreach [14]. By working with NGOs and professional societies, ASU ensures that community voices and expertise feed into university activities – whether it be shaping an entrepreneurship curriculum or co-hosting public seminars on social issues.

– Engagement with the Private Sector

The University also directly collaborates with private sector entities and professional associations. A recent example (May 2024) is the MoU signed between ASU and the Bahrain Society for Human Resource Management, a national professional body [13]. The aim of this MoU is to “strengthen bilateral cooperation” in fields of mutual interest, given that ASU offers degree programs in Business Administration and HR Management [13]. Concretely, this partnership opens opportunities for HR practitioners to contribute to ASU curricula (ensuring alignment with modern HR practices) and for ASU students to access internships, training, and networking through the Society. ASU’s strategic plan explicitly seeks such cooperative relations with private institutions, in order to produce graduates equipped with the skills needed by Bahrain’s job market [13]. In the words of ASU’s leadership, engaging with governmental and private institutions is a way to benefit the Bahraini community and support national development efforts [13]. Additionally, ASU often invites private companies to campus events – for instance, the University’s annual career fair and industry exhibition regularly sees participation from dozens of public and private sector institutions offering job opportunities and feedback to students. At one recent careers exhibition, 52 organizations from various sectors took part; representatives conversed with ASU students about available job openings and the skills required, and a visiting official commended ASU’s efforts to guide its graduates toward suitable career paths [15]. Such events are practical manifestations of stakeholder engagement: local employers actively participate in the University’s career development programs, influencing and informing how ASU prepares students for employment.

– Community Service Initiatives and Local Residents

Through its Community Engagement Office, ASU carries out outreach projects that involve local residents and community representatives, often in partnership with local charities or municipal bodies. These activities, while service-oriented, double as mechanisms for community input and partnership. In 2025, as part of a community partnership initiative, ASU’s Community Engagement Office collaborated with the Al-Aker Charity Association (a local NGO) and residents of Al-Aker village to install solar-powered street lamps in the village [16]. This project not only provided a direct benefit to local residents (improved lighting and safety) but also entailed joint planning and implementation by university staff, students, and community members (association volunteers), illustrating a model of co-created community development [16]. The same office organized a campaign to distribute iftar meals and Ramadan food baskets to underprivileged families in the Hura area, again working closely with local community leaders during the holy month [16]. These efforts ensure that ASU remains embedded in the local community, responding to social needs identified by residents and civil society partners. Another example is ASU’s collaboration with the Blind Friendship Association: the Community Engagement Office arranged for an ASU faculty expert to deliver a public lecture on “Fundamentals of Artificial Intelligence and Its Role in Assisting the Visually Impaired,” hosted by the Association’s cultural committee [16]. The lecture was open to members of the association and the local community, creating a dialogue between academia and residents on leveraging technology for social good. In all these cases, ASU’s role goes beyond one-way “community service” – the University actively partners with local stakeholders (charities, community centers, and residents) to design and execute projects, thereby recognizing those stakeholders as equal participants. This approach echoes Bahrain’s national emphasis on social partnership, where public institutions work hand-in-hand with civil society for sustainable development [17].

National Policy Context on Stakeholder Engagement

Bahrain’s laws and policies provide a supportive context for the kind of public/private/community consultation that ASU engages in. National strategies encourage what is termed “social partnership” – a principle that government, private sector, and civil society should collaborate in development initiatives. For example, the Ministry of Social Development in Bahrain explicitly promotes social partnership by involving NGOs and the business sector in its programs. The Ministry’s Civil and Social Work Fund, which finances NGO-led community projects, is guided by a board comprising government officials, private sector representatives (e.g. national banks and companies), and civil society leaders [17]. This multi-stakeholder governance model is “in line with the principle of social partnership” and illustrates the broader policy ethos that complex societal challenges are best addressed through cooperative engagement across sectors [17]. In practical terms, Bahrain encourages the private sector to co-finance and support community development projects alongside government – a clear indication that public consultation and stakeholder involvement are expected in development programs [17].

In the field of higher education, Bahrain’s Higher Education Council (HEC) and the national Quality Assurance framework also emphasize stakeholder engagement. Regulations for university program approval and accreditation require evidence of consultation with industry and societal needs. In the National Higher Education Strategy (2014–2024), for instance, the HEC stresses the importance of universities aligning with economic development goals and engaging employers in curriculum design (to ensure graduates meet labor market requirements) [8] [9]. Moreover, external Institutional Review Reports by the Education & Training Quality Authority have recommended that universities formally involve “various stakeholders, i.e. management, deans, academics, administrative staff, [and others]” in strategic planning and quality improvement [11]. ASU’s own mission and vision development process was noted to involve internal leaders (Board of Trustees, faculty) and presumably external advisors [11], reflecting compliance with these expectations. Additionally, Bahraini higher education institutions commonly establish Industrial Advisory Boards or Program Advisory Committees as a matter of good practice – a trend aligned with regional accreditation standards and one that ASU follows enthusiastically (as detailed above).

Beyond education-specific policies, Bahrain’s broader legal framework for urban and community development calls for participatory approaches. For example, in urban planning and municipal governance, there are avenues for community representatives to serve on local councils and for public consultation on development projects (though these are evolving mechanisms under Bahrain’s Municipal Law and Economic Vision 2030). Bahrain’s Economic Vision 2030 underscores the role of “civil society as a third sector” supporting development, and encourages public agencies to engage citizens and NGOs in achieving sustainability goals [17]. In summary, the national context not only permits but actively promotes stakeholder engagement – providing an enabling environment for ASU’s initiatives. The University’s partnerships with the Capital Governorate, NGOs, and industry are in harmony with Bahrain’s policy direction of fostering public-private-community collaboration for sustainable development.

Conclusion

In alignment with THE Impact Rankings criterion for SDG 11.3.2, Applied Science University (Bahrain) demonstrates a robust commitment to inclusive and participatory engagement with local stakeholders. The university has put in place formal bodies – from a Community Engagement Office and committee, up to advisory councils with external members – that institutionalize the voice of local residents, civil society organizations, businesses, and government entities in its decisions and programs. Evidence from official sources shows that ASU not only consults these stakeholders but actively partners with them through MoUs, joint events, and collaborative projects. Stakeholder input is evident in academic program development (e.g. curriculum updates reflecting employer needs and alumni feedback) as well as in community development initiatives (such as charity partnerships and public lectures addressing community issues). This participatory approach is reinforced by Bahrain’s national policies that champion social partnership and stakeholder consultation in development and education.

In conclusion, ASU appears to fulfill the spirit and requirements of SDG 11.3.2 by maintaining mechanisms for local stakeholder engagement. The university’s practices – ranging from advisory boards that include community representatives to partnerships with local government and NGOs – ensure that local voices are recognized in university governance and that the institution contributes to the sustainable development of its community. Such integration of town and gown exemplifies how a higher education institution can serve as a catalyst for sustainable, inclusive growth, fully aligned with Bahrain’s development vision and the UN Sustainable Development Goals.

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