Business Process Reengineering in Universities Under Pressure: A Contextual Analysis of Yemeni Higher Education Institutions Amidst Compound Crises
Abstract
Objective: This study aimed to analyze the challenges facing the implementation of Business Process Reengineering (BPR) in Yemeni universities operating under compound crises (war, economic collapse, institutional division, staff displacement), develop a modified model integrating BPR and crisis management, and identify priorities for intervention in administrative processes.
Methodology: The study adopted a mixed-methods approach with an explanatory sequential design. Quantitative data were collected using a questionnaire administered to a stratified random sample of (287) academic and administrative leaders in Yemeni public universities (Sana’a, Aden, Hadhramaut). Qualitative data were collected through (28) semi-structured in-depth interviews with university leaders.
Results: The results showed that the level of BPR implementation in Yemeni universities was low (Mean = 2.78/5), while the impact level of compound crises was very high (Mean = 4.24/5), and the level of institutional performance effectiveness was medium (Mean = 3.15/5). The results also revealed a positive and strong correlation between BPR and institutional performance effectiveness (r = 0.642, at α = 0.01). Regression analysis showed that BPR explains 41.2% of the variance in institutional performance effectiveness (R² = 0.412). Structural equation modeling (PLS-SEM) revealed a partial mediating effect of compound crises on the relationship between BPR and performance (VAF = 28.0%), with good model fit indices (CFI = 0.936, RMSEA = 0.052). Qualitative results further revealed spontaneous institutional adaptation and innovation mechanisms developed by administrative staff, the most prominent challenges facing implementation, and the highest-priority administrative processes for redesign (admission and registration, financial operations, human resource management).
Conclusion: A modified four-stage model was developed (Readiness and Diagnosis under Fragility, Redesign amidst Crisis, Rapid Implementation and Adaptation, Transformation and Learning from Crisis), and fit indices demonstrated its validity for application in the Yemeni context.
Recommendations: The study recommends that Yemeni universities adopt the modified model, invest in spontaneous adaptation mechanisms, employ low-cost technology, and focus on core processes. It also recommends that the Ministry of Higher Education develop flexible policies, establish an emergency fund to support administrative development, and coordinate with international organizations. International organizations are urged to reconsider their support priorities and adopt the modified model in their programs.
Full text article
References
Abdel-Wahab, A. N. (2019). Application of business process reengineering in Egyptian universities: A field study. Journal of Administration and Development, 12 (3), 45-78.
Miftah, M. H. A., & Al-Sanfi, A. A. (2025). The impact of business process reengineering on improving the productive efficiency level of the General Organization for Spinning and Weaving Industry. Arab Journal of Administration, 45 (2), 189-214.
Al-Mashari, M., & Zairi, M. (2000). Revisiting: A holistic review of practice and development. Business Process Management Journal, 6 (1), 10-42. https://doi.org/10.1108/14637150010283045
Alnawah, M. A. (2019). Evaluating the impact of business process reengineering on the scholarship sector: An applied study on the Yemeni Ministry of Higher Education [Unpublished master’s thesis]. Northwest Normal University.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3 (2), 77-101. https://doi.org/10.1191/1478088706qp063oa
Buckland, P. (2018). Education in emergencies: The case for higher education. Journal of Refugee Studies, 31(2), 15-28.
Buckle, P., Marsh, G., & Smale, S. (2020). Reframing resilience: New directions in organizational adaptation. Routledge.
Chen, X., Xie, H., & Hwang, G. J. (2020). A systematic review of AI-driven personalization in education: Adaptive learning systems. Computers & Education, 154, 103885. https://doi.org/10.1016/j.compedu.2020.103885
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.
Davenport, T. H., & Short, J. E. (1990). The new industrial engineering: Information technology and business process redesign. Sloan Management Review, 31 (4), 11-27.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13 (3), 319-340. https://doi.org/10.2307/249008
Ensign, M. (2025). University leadership in crisis: What can we learn from American international universities? Higher Education Quarterly, 79 (1), 8-25. https://doi.org/10.1111/hequ.12456
Fadlelmula, F. K., & Qadhi, S. (2024). A systematic review of research on artificial intelligence in higher education: Practice, gaps, and future directions in the GCC. Journal of University Teaching and Learning Practice, 21 (2), 1-22.
Fischbacher-Smith, D. (2025). Authors of our own misfortune? Crisis management in university departments: Challenges around the incubation of crises. Risk and Crisis Management in Higher Education, 18 (2), 52-68.
Gigliotti, R. A., & Fortunato, J. A. (2023). Crisis leadership in higher education: A framework for values-based decision making. Journal of Higher Education Management, 38 (1), 1-15.
Grover, V., Teng, J. T. C., & Fiedler, K. D. (1997). Business process reengineering: Charting a strategic path for the information age. California Management Review, 39 (3), 91-111. https://doi.org/10.2307/41165898
Hammer, M., & Champy, J. (1993). Reengineering the corporation: A manifesto for business revolution. Harper Business.
Heleta, S. (2025). Destruction of higher education in conflict zones: The case for institutional resilience. International Journal of Educational Development, 102, 33-42. https://doi.org/10.1016/j.ijedudev.2024.102456
Jimma University. (2021). Implementation of business process reengineering in technical and vocational education and training institutions: A case study in Jimma Zone [Research report]. Jimma University Press.
Kaplan, R. S., & Norton, D. P. (1992). The balanced scorecard: Measures that drive performance. Harvard Business Review, 70 (1), 71-79.
Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30 (3), 607-610. https://doi.org/10.1177/001316447003000308
Milton, S. (2018). Higher education in post-conflict environments: The role of universities in peacebuilding. Compare: A Journal of Comparative and International Education, 48 (4), 622-638. https://doi.org/10.1080/03057925.2017.1331705
Milton, S. (2021). Higher education and sustainable development in conflict-affected contexts. International Journal of Educational Development, 85, 102-115. https://doi.org/10.1016/j.ijedudev.2021.102115
Novelli, M. (2023). Education and conflict: A review of the literature and new directions for research. Comparative Education Review, 67 (4), 925-944. https://doi.org/10.1086/726345
O’Neill, P., & Sohal, A. S. (1999). Business process reengineering: A review of recent literature. Technovation, 19 (9), 571-581. https://doi.org/10.1016/S0166-4972(99)00059-0
Perez Gama, J. A., Vega, R., & Ramirez, D. (2017, June 24-26). Smart higher education model based on competencies and structures for post-conflict in Colombia [Conference presentation]. International Conference on Education and New Developments, Lisbon, Portugal.
Tytarenko, V. (2022). Theoretical and methodological approaches to the process of reengineering in the field of higher education under martial law. Scientific Bulletin of National Mining University, 6, 145-152. https://doi.org/10.33271/1684-2022.6.145
University of Michigan. (n.d.). Basic components of reengineering. Center for Healthcare Engineering and Patient Safety. Retrieved March 6, 2026, from https://www.cheps.engin.umich.edu/
Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27 (3), 425-478. https://doi.org/10.2307/30036540
Yanikkaya, B. (2025). How should universities respond to the age of polycrisis? European Policy Review, 12 (1), 1-15.
Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education – Where are the educators? International Journal of Educational Technology in Higher Education, 16 (1), 1-27. https://doi.org/10.1186/s41239-019-0171-0
Authors
Copyright (c) 2026 Yahya Abdelwahab Yahya Al-Wareeth (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
All articles published in the ARADO Business Journal (ABJ) are licensed under the Creative Commons Attribution 4.0 International License (CC BY 4.0).
Full license text: https://creativecommons.org/licenses/by/4.0/
YOU ARE FREE TO:
- Share — copy and redistribute the material in any medium or format
- Adapt — remix, transform, and build upon the material for any purpose, including commercially
PROVIDED THAT:
- Attribution — You must give appropriate credit to the original author(s) and cite the journal correctly, provide a link to the license, and indicate if any changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
AUTHOR RIGHTS:
- Authors retain full copyright and publishing rights.
- ABJ holds the right of first publication only.
- Authors may self-archive the final published version in institutional repositories or personal websites, with no embargo period.
Published by: Arab Administrative Development Organization (ARADO) — League of Arab States
Contact: abj@arado.org
Article Details
