s were sent to Europe and North America for university level education, as opposed to the sending of large numbers of qualified students from all socioeconomic strata, which began in the late 1960s, and as opposed to the prior almost total absence of contact with foreigners in everyday Saudi life (Hajrah, 1991, pp. 200, 212, 244).
Many individuals from these new social groupings have been assimilated into the bureaucratic and organizational structures in Saudi Arabia. Their attitudes and aspirations often conflict with the more traditional policies and behaviors of senior administrators and managers in Saudi organizations. These conflicts often have a negative effect on both the efficiency and the effectiveness of Saudi organizations.
Any solution to the human conflicts affecting Saudi organizations must effectively address the problem within the context of the society's traditional value structure. Solutions which would be appropriate for western organizations cannot simply be recommended for or imposed on Saudi organizations. Thus, the model,
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