Abstract
This study aims to examine the relationship between various subcultures present in a higher education institution and the facilitation and realisation of academic quality criteria. Via a qualitative ethnographic approach consisting of in-depth interviews, observations and document analyses of a single higher education institution, it presents evidence of a type of subgroup (termed the quality subgroup) that has emerged in the targeted academic programmes. This quality subgroup has a positive impact on accomplishing academic quality criteria. In the same vein, the study highlights other types of subgroups that have a negative impact on such criteria. The findings underline a range of theoretical implications relating to organisational culture, subcultures and culture-quality theory and methodology. They also present a range of practical implications, most importantly, how the quality subgroup members work on quality standards and how they succeed in listing their academic programmes for academic accreditation. Finally, the findings of the study shed light on vital features and changes in the Saudi higher education institutions' working environments (due to critical legal and social changes) that contribute to cultural studies and human resource practices in Saudi organisations. Such practical implications are argued to advance higher education institutions' policies and management. A comprehensive discussion of the study theory and practical implications is included in the conclusion section.