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1
Alebaikan, Reem A. "Perceptions of blended learning in Saudi universities." Thesis, University of Exeter, 2010. http://hdl.handle.net/10036/117486.
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Saudi Higher Education has started to move with the international trend towards blending face-to-face with online instruction when developing new educational processes. As a contribution to the innovations in Saudi Higher Education, this study explores the perceptions of Saudi female lecturers and undergraduate students towards blended learning from their experience as participants in blended courses. The advantage of blended learning was recognized by the Ministry of Saudi Higher Education as a solution to the challenge of providing college education to the rapidly growing student population. As the move to a blended learning model represents a radical shift in the Saudi educational system, this study shows how Saudi students and lecturers reacted to this change and how it affected the quality of their learning and teaching experience. The objective of the study is to identify Saudi female undergraduate students’ and lecturers’ perceptions of the advantages, challenges and future of blended learning. Consequently, the key factors that influence the lecturers’ and students’ views are discussed, and recommendations for future research, strategy and practice are provided. Qualitative methods were used to obtain rich descriptive data to facilitate the exploration of the phenomena. Based on interpretative philosophy, the data was analysed in the form of explanation and interpretation of the participants’ perceptions of blended learning. The study concludes that blended learning has the potential to offer a successful learning experience in Saudi Arabia. As there are always challenges of adaptation when a new approach is employed, this research provides insight into how the challenges of implementing blended learning in Saudi Higher Education could be addressed. A theoretical blended learning framework is introduced to provide the factors that influence the implementation of blended learning. One of the major conclusions is that a blended learning environment offers Saudi females the flexibility to continue their higher education while maintaining their own cultural values and traditions.
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Walabe, Eman. "E-Learning Delivery in Saudi Arabian Universities." Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/40064.
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The purpose of this qualitative thesis research was to explore the state of distance education in Saudi universities. The research focused on teaching and learning from the perspectives of the universities’ instructors as well as expert designers from the Ministry of Education working in distance education. By using a multiple case studies approach, this study aimed to understand the opportunities and challenges faced in the development of online learning environments at Saudi universities from an ethical and cultural perspectives. Data collection methods consisted of 28 in-depth, one-on-one interviews as well a thematic analysis of 152 supporting documents related to the universities’ strategies to deliver online learning. The advanced findings revealed how the recent integration of a blended learning model has helped to contribute to a shift in the Saudi distance education system, as it moves from a teacher-centered approach to a learner-centered approach. Furthermore, drawing on Hofstede’s Cultural Dimensions and Social Construction of Technology (SCOT), the study uncovers complex interactions between the Saudi learning culture, technology integration, and ethical issues. This research contributes unique knowledge about the state of online learning development in Saudi higher education to help enhance distance education development in Saudi Arabia, as well as in other areas of the world where similar distance education development initiatives are underway.
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Kayal, Manal. "Counselling in Saudi Arabian universities : the students’ voice." Thesis, University of Newcastle Upon Tyne, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.437976.
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Alsharif, Shuruq. "Gender and leadership at state universities in Saudi Arabia." Thesis, University of Salford, 2017. http://usir.salford.ac.uk/38886/.
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This thesis investigates the perceived gender differences in the leadership styles of leaders at selected Saudi Arabian universities, considering such phenomena from both the point of view of leaders and employees. It examines the link between the leadership styles of female leaders in these institutions and selected organizational outcomes such as leaders’ effectiveness and staff willingness to exert extra effort. The conceptual framework in this study encompasses a full range of leadership styles, including the transformational, transactional, and laissez-faire leadership styles. This study has been conducted in King Saud University and the King Abdul-Aziz in Saudi Arabia. Administrative staff (n=379) were surveyed using the Multifactor Leadership Questionnaire (MLQ) Rater Form, and leaders (n=40) were surveyed using the Multifactor Leadership Questionnaire (MLQ) Leader Form. Data have been analysed using SPSS Version 20. Without pre-empting the final conclusions of the thesis, its research findings indicate that both groups of respondents, the employees and leaders, agree that the leaders follow both the transformational and transactional leadership styles at these universities in Saudi Arabia. Furthermore, the findings appear to confirm that there is a relationship between leaders’ styles and their effectiveness. However, the results also suggest that the employees and leaders strongly agreed that women leaders tend to follow the transformational leadership style more. Overall, there appears to be no significant relationship between transactional leadership styles and leaders’ effectiveness based on the views of the leaders questioned. Yet there is a negative correlation between laissez-faire leadership styles and leader effectiveness. In this context, it has been found that there is a negative correlation between laissez-faire leadership styles and leaders’ effectiveness, the subordinates’ satisfaction and their willingness to exert extra effort. This thesis contributes to and adds to existing research on gender roles and studies in the Middle East. Its specific contribution lies in its data-led focus on the gap between theory and application when investigating the gender differences and similarities of leadership styles at universities in Saudi Arabia within a conceptual framework of existing studies in gender leadership literature and pre-identified leadership styles. Keywords: Transformational Leadership, Transactional Leadership, Laissez-Faire Leadership, Gender, Effectiveness, Satisfaction, Saudi Universities.
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Altalhab, Sultan. "Teaching and learning vocabulary through reading at Saudi universities." Thesis, University of Strathclyde, 2014. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=24930.
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Vocabulary is a vital part of learning a new language. The more learners learn new vocabulary, the more likely they are to be able to use the new language effectively. In an EFL context, where opportunities for practising English in daily life may be more limited, one of the main sources of new vocabulary is reading of English texts. Several studies have reported the challenges that Saudi students encounter in learning English. However, all of these studies looked at schools as the context for investigation and focused on teaching and learning English in general. The present research investigates the teaching and learning of vocabulary through reading at Saudi universities. It examines three main issues. First, it looks at the vocabulary teaching techniques employed by teachers teaching English in Saudi universities. Second, it examines the vocabulary learning strategies (VLSs) identified by students as most useful and the ones they felt most competent in using when reading. Third, it explores both teachers' and students' attitudes towards learning vocabulary through reading. While investigating these issues, the thesis identifies specific issues in teaching and learning vocabulary through reading at Saudi universities, in order to conclude with suggestions and recommendations for EFL teaching practices and language policy. While most vocabulary research is quantitative, this study used a mixed methods approach of quantitative and qualitative data collected from a range of sources. One hundred and fifty students majoring in English from four different universities completed a semi-structured questionnaire and twenty-two of them were interviewed. In addition, nine teachers of vocabulary and reading subjects were interviewed and their classes observed. A systematic analysis for the prescribed textbooks was also conducted in order to explore the relationship between the vocabulary introduced by the textbooks and the techniques and strategies employed in the classroom by teachers and students. The findings revealed that the teachers were "textbook-centralised" with a high dependence on the prescribed textbooks although they also showed autonomy in their use of vocabulary teaching techniques and ways in which they made use of the textbooks. They employed diverse vocabulary teaching techniques, but the predominant techniques were: using synonyms, defining new words in English and using Arabic. The students used a range of VLSs and employed the strategies that they thought were "fast" and "easy" to use. They tended to avoid complex strategies. The VLSs that the participants thought they commonly used were also the ones believed to be most useful. Students identified specific benefits of using certain VLSs and they showed autonomy in employing the strategies that they most valued. These benefits were mainly in relation to providing them with accurate and diverse information on new words and helping their retention. The participants felt skilful in using most of the VLSs used in their classes and they made a link between the strategies that they used most often and their level of competence in employing these strategies. All the teachers involved in the study perceived reading as a useful strategy in learning vocabulary and most of the students shared this view. Both teachers and students were negotiating their autonomy on an ongoing basis, which means that the social context of learning has a powerful influence on what students learn. The thesis concludes that vocabulary learning is a social practice influenced by a range of factors, such as teaching techniques, VLSs, the textbook, participants' beliefs and attitudes, learners' interests, cultural values and learners' level of competence in English.
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Alyoubi, Ayman. "One Admission System for All Government Universities in Saudi Arabia." Digital Commons at Loyola Marymount University and Loyola Law School, 2015. https://digitalcommons.lmu.edu/etd/371.
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The education system in Saudi Arabia has been booming in the last decade with the King's support along with several large corporations backing the interest of pouring exorbitant amounts of funds into the system. With this momentum many more students who graduate high school now are encouraged to attend a university for opportunities in finding better earning jobs. Currently universities handle these applicants individually hiring and operating their own admissions committees, which is not only a time consuming process but extremely costly. Applicants too are spending a significant amount of time filling out each application to these universities despite being asked almost exactly the same information, and even more time having to decide between universities they are admitted to. The Centralized Admissions System (CAS) aims to eliminate this wasted time and effort both from the position of an applicant and university administrator.
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Aleisa, Ahmed. "Improving the Education for Undergraduate Students in Saudi Arabia Universities." Digital Commons at Loyola Marymount University and Loyola Law School, 2015. https://digitalcommons.lmu.edu/etd/337.
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This report will focus and analyze the differences in the educational system in various countries specifically Saudi Arabia and the United States of America. It will be composed of multiple aspects of research which will be implemented in the body of the report as well as offer solutions pertaining to the change of the Saudi Arabian educational system. The results of a survey will be included to better analyze the perspectives of the general public. Other countries' educational systems will be used in order to compare and broaden the research which will be used as key for better analysis of the problem following with solutions. The main objective of this report is to present a process for change of the educational system in Saudi Arabia by using other educational systems as various cases of study.
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Alhathlol, Ali. "Quality of distance e-learning at Saudi universities : students' perceptions." Thesis, University of Newcastle upon Tyne, 2017. http://hdl.handle.net/10443/3785.
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One key tool for promoting social justice in the Kingdom of Saudi Arabia (SA) is to ensure the growth and improvement of Distance e-Learning (DeL). This research study investigates DeL from the perspective of one key group of stakeholders, the students who are currently enrolled in DeL. Their views are presented on the importance and application of a set of standards regarding quality, while exploration of the study setting and context highlights the specificity of the education system in SA. A conception of quality in DeL is then explicated through a reading of the history of Distance Education (DE), the usage of quality in education today and the most significant current models of pedagogy and culture. This research hence provides the basis for a pragmatic methodology to analyse the perceptions of students regarding selected standards of quality. A total of 591 students were surveyed in a mixed methods approach comprised of a questionnaire and a focus group. The data gathered from surveying perceptions of students is also used to construct a picture of the strengths and weaknesses of DeL in SA, as well as the barriers and enhancements to learning resulting from its introduction. Here, culture is found to be a major influence on the perceptions of the students, while DeL exists within a wider, behaviourist educational tradition. If they are to be effective, the introduction of Western DeL practices should therefore serve to negotiate the gap between the need for globalised skills and the local culture and traditions. This thesis identifies manifold issues arising from the student’s experiences that contribute to the obstruction of their expectations about quality; notably, a lack of staff training, large class sizes and a failure to employ technology (including Web2.0) adequately. Many of the problems raised in this study reflect the rapid pace and unplanned nature of DeL’s introduction in SA. The recommendations subsequently made about strategic and institutional improvement suggest that quality is created through both progressive and planned change.
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Abu-Ghararah, Basmah Ali H. "Undergraduate translation programmes in Saudi universities : pedagogical and curricular evaluation." Thesis, University of Leeds, 2016. http://etheses.whiterose.ac.uk/13635/.
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The purpose of this empirical study is to evaluate the curricula and pedagogical approaches of undergraduate translator training programmes, to improve training and prepare students adequately for the dynamics of the evolving professional translation market, particularly in Saudi Arabia and for the Arabic-English language pair and to suggest remedies for the current weaknesses. This study employs a mixed methods approach. A survey is conducted among Saudi students and translation instructors. Professional translators, translation instructors and students about to graduate are also interviewed. The results show that the objectives of the courses are ill-designed, the materials used are irrelevant to the translation courses, there is a lack of training in the translation courses, and the duration of the courses is insufficient. The results also indicate that the majority of translation instructors do not have a degree in translation, but are mostly bilingual academics who use old teaching methods. The results reveal that most participating students perceive there to be a dearth of translation labs, machine translation, translation software, print media, and audio and visual materials in universities. In addition, the findings show insufficient utilisation and adoption of technology and learning resources in translator training programmes. The most obvious finding to emerge from the analysis is that there is a huge gap between academic training and the requirements of the Saudi translation market. It is suggested that the course objectives, teaching materials, and approaches of a translation course should be more carefully selected. It is also recommended that Saudi universities not only acquire technologies and learning resources, but also recruit motivating instructors who can use these tools in translation instruction. Translator training programmes also need to be constructed to meet Saudi translation market demands.
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Yousef, Awatif Amin Moustafa. "An evaluation of the role of public relations in Saudi universities." Thesis, University of Huddersfield, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.270412.
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Albaqami, A. S. "Determinants of turnover intention among faculty members in Saudi public universities." Thesis, University of Salford, 2016. http://usir.salford.ac.uk/40542/.
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The current research aims to investigate the determinants of turnover intention among faculty members at Saudi public universities. Turnover intention defines the intention of an individual to leave their current position of employment, and these concepts have been shown within previous investigations to be the desired plan by an employee to leave and search for another position. Moreover, turnover intention has been demonstrated to be a proximal antecedent, which exhibits the perceptions and understandings of employees in relation to alternatives for the possibility of jobs. The determinants of turnover intention are divided into three sections: the demographic variables (i.e. age, gender, tenure and position), the organisational variables (i.e. interpersonal relationships, working environment, and payment justice), and individual variables (i.e. organisational commitment and job satisfaction) for faculty members who are working in Saudi public universities. The current study was conducted in the remit of five public universities within the region of Al-Riyadh in Saudi Arabia (King Saud University, Al-Imam University, Prince Salman University, Al-Mujam’ah University and Shaqraa University. Furthermore, the Statistical Package for the Social Sciences (SPSS) Version 20 was used to analyse the data findings, and the analysis incorporated the generation of statistics in the analysis of the demographics and general profile of the respondents, as well as the frequency distributions that were generated for each demographic and descriptive variables. A regression test was conducted to measure the correlation between individuals, the organisational and demographic variables, and the effectual turnover intention among faculty members. It was revealed that the most imperative determinant to affect turnover intention was interpersonal relationships, which demonstrated relative importance (70.4). This was then followed by the working environment, job satisfaction, organisational commitment, turnover intention, and the payment justice respectively. Additionally, it was confirmed that no significant impact existed in turnover intention at Saudi Arabian universities from the determinants of age of a faculty member or tenure. Nevertheless, a significant influence of a faculty member's gender and position on turnover intention did exist. However, no significant impact is evident at Saudi Arabian Universities in relation to the interpersonal relationships of faculty members on their overall turnover intention. Similarly, no direct impact exists at the Saudi Arabian Universities between organisational commitment and the turnover intention of faculty members. There is a significant impact at Saudi Arabian Universities from job satisfaction upon the turnover intention of faculty members. It has been determined that it is becoming integral for all Saudi Arabian academic organisations to adopt the most suitable approaches in order to implement the reduction of turnover intention for faculty members. Universities within the country may be able to reduce the turnover intention of its faculty members through improving its working environment and its payment system, which will ultimately lead an increase in faculty members’ job satisfaction. Additionally, within Saudi Arabian universities, the working environment, payment justice, and job satisfaction determine the turnover intention of faculty members. Furthermore, two demographic variables are present within this formulation, which are associated with faculty members’ overall turnover intention: gender and their job position. The researcher recommends that future research is required with the intention to incorporate additional universities in other Saudi districts in order to create a more substantial generalization.
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Alfalah, Musaad. "An exploration of the instructors' teaching practices in Saudi emergent universities." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/23366.
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This thesis explores the nature and status of instructors’ teaching practices in an emergent university in Saudi Arabia. The study begins by investigating current teaching practices as reported by the instructors and their students, as well as the instructors’ perceptions of ‘good’ or ‘effective’ teaching practices. It goes on to explore the challenges involved in teaching practices from the perspective of the instructors, and the factors affecting these teaching practices. It identifies intrinsic (or micro) factors based in the institution, such as institutional regulations, physical environment, professional development programmes, teaching materials and assessment requirements, and extrinsic (or macro) factors including socioeconomic conditions, cultural values, and regional influences of geographic location, tribe, family, and extended family. The study utilized exploratory case study methodology to collect and analyse data from university instructors and their students. It used a mixed methods approach involving both qualitative and quantitative data in order to obtain a holistic understanding of the instructors’ teaching practices. For the quantitative element, two questionnaires were developed and administered to 48 instructors and 628 students in the same university. The responses were analysed using descriptive statistics. The main corpus of data was obtained via semi-structured interviews for both instructors and students. The data obtained were analysed using a general inductive approach through the ‘indexing’ technique proposed by Ritchie et al. (2003). The study found that an instructor-centred teaching approach dominated teaching practices, where students’ learning was perceived as in the ownership of their instructors. More importantly, drawing on a holistic understanding of the instructors’ teaching practices, the study found that these practices arose from the instructors’ location in a matrix of relations of power, or their ‘socio-academic’ position. Specifically, while the instructors held a privileged position in their universities and local community, the students lacked this status and were often disadvantaged in their own learning. Both, however, were subject to major challenges related to the local socioeconomic context. Drawing on these findings, I argue that the context-specific nature of the current university has produced a sort of ‘culture’ where several forces operate to shape and determine teaching practices. I conclude the study by proposing some theoretical tenets that I suggest are useful for understanding the status of teaching practices at the university level and for responding to the diverse challenges involved; these theoretical tenets are collectively referred to as ‘contextually responsive differentiated teaching practices’. Since the study is the first of its kind in Saudi Arabia, it is expected to provide insights for local researchers to further investigate the several questions the study raises. It should also raise the awareness of instructors, policymakers and social actors of the current status of teaching practices as well as the challenges involved, especially in Saudi emergent universities.
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Al-Shawairkh, Abdulkariem Suliman. "Perceptions of the Saudi Students attending American Universities towards the new Saudi Mandatory Cooperative Health Insurance Program (MCHIP)." VCU Scholars Compass, 2006. http://scholarscompass.vcu.edu/etd_retro/15.
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Reduction in the price of oil in the mid-eighties forced the Saudi government to adopt new health policies in order to finance health services. On August 11, 1999, the Saudi government approved a new Mandatory Cooperative Health Insurance Program (MCHIP). This new health policy was enacted to replace the current policy of providing free health care. MCHIP is intended to reduce the financial burden on government by sharing the costs of health care with the public. This study had a dual purpose: to analyze the components of MCHIP program by comparing it with the American health system, and to investigate the perceptions of Saudi students attending American universities towards MCHIP program, based on the students' experiences with the American health care system.A multiple methods approach was used to conduct the study. A descriptive approach was employed to compare components of the MCHIP program with similar components of the American health care system. A survey method was used to investigate the perceptions of Saudi students attending American universities toward the new MCHIP program. Scales were constructed to measure the students' expectations of the MCHIP program with respect to cost, quality, and access of health care. Additional scales were used to measure the students' knowledge of the MCHIP program, knowledge of the American health system, and total health insurance knowledge. An electronic survey was posted on the VCU SERL Web page, and a link was e-mailed to 2210 Saudi students using a list provided by the Saudi Arabian Cultural Mission (SACM). The survey response rate was 40.6 percent.During the first phase of the research, the comparison to American health care identified areas in which the United States of America experience could be useful in promoting effective implementation of the MCHIP program in Saudi Arabia. In sum, the comparison indicated that the American health insurance model may not be an ideal approach for the Saudi health system. During the second phase of the study, survey results indicated that students expected MCHIP implementation to increase total health costs, improve quality of health care, and increase access to health care in Saudi Arabia. The students' total knowledge of health insurance had a significant effect on students' perceptions of cost and a non-significant effect on their perceptions of quality and access to health care. In order for the MCHIP program to be effectively implemented, study results point to the need for regulation of the Saudi insurance market and for health insurance-related systems (such as for coding, billing, and maintaining effective medical records) to be established. American health insurance system models are not ideal for the Saudi health system, although certain aspects may be useful. To promote success, the MCHIP program should be structured to meet the goal of providing affordable and accessible quality health care to the population, based on Islamic principles.
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Al-Sharif, Hussain Nasser. "The law regarding universities in Saudi Arabia and England : a comparative study." Thesis, University of Newcastle Upon Tyne, 2000. http://hdl.handle.net/10443/495.
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Law that regulates management of higher education institutions has been increasing in recent years in both Saudi Arabia and England. The Higher Education and Universities Act (HEUA) 1414 A. H. (1993 A. D. ) and the Regulation for Organising the Affairs of Teaching Staff (ROATS) 1418 A. H. (1997 A. D. ) in Saudi Arabia arose as major upheavals in the organisation of Higher Education and Universities. Similar developments have occurred in England in response to the Education Reform Act (1988) and the Further and Higher Education Act (1992). All these developments in both countries have deeply effected the legal position of the university as well as the affairs of the academic staff and other university members. This research seeks to show the laws that now apply to universities in both countries and to provide for all academic and administrative members of the university. In addition, the scope of this thesis is to compare the laws of universities and to show the advantages and disadvantages of such laws in relation to both legal and administrative affairs at these universities. Particular emphasis is placed on the organisation of the academic staff and on how the disciplinary procedures in both countries focus on natural justice.
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Alharthi, I. J. "Business schools and universities in Saudi Arabia : a stakeholder view of reputation." Thesis, University of Liverpool, 2018. http://livrepository.liverpool.ac.uk/3018760/.
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The focus of this research is Saudi Arabian Higher Education (HE), specifically, how business schools are perceived by their key stakeholders. This study enriches the existing body of literature pertaining to Higher Education (HE) in the Saudi Arabian context. It also aims to provide HE policy makers with insights to influence strategic decisions pertaining to business schools in Saudi Arabia in the future, drawing on the concepts of 'stakeholder differences' and 'reputation' The context of the research reveals important findings regarding its contribution and potential impact. All aspects of society and education in Saudi Arabia are influenced by religion and this is set out in the context and later examined in a discussion of how stakeholder views are influenced by the wider societal background. The concept of reputation is the lens through which this study positions and assesses stakeholders' views of business schools. Reputation is examined here in order to fully comprehend its underlying constructs, dimensions and the different ways in which these can be understood. In particular, reputation can be classified here as being based on judgment where stakeholders' own experience determines how reputation is constructed by them, or non-judgment based criteria where an external factor such as accreditation or ranking determines reputation. Methodologically, the research adopts an interpretivist approach, employing semi-structured interviews with individuals from different stakeholder groups including, academics, students, employers, and students' family members. Template Analysis, a specific form of thematic analysis for analysing and interpreting the collected interview data was adopted. The research contributes to methodological practice in this area by using parallel coding, in which English and Arabic transcripts were considered side by side to enhance the reliability of data. The methodology used also exemplifies the phases of Template Analysis and documents the progress from one phase to another. The research makes a significant contribution to our understanding of business education in Saudi Arabia, by demonstrating that business schools and business education in Saudi Arabia have significant distinguishing characteristics that differentiate them from their counterparts in the US and the UK. This is important as it reveals that existing research, mainly conducted in and written from a Western perspective is not entirely applicable to the Saudi context. The study is also the first of its kind to assess a wide spectrum of HE stakeholders in Saudi Arabia to understand their individual perspectives directly. By doing so it identifies potential conflicts of interest, whereby some aspects were viewed positively by some stakeholders and negatively by others. This adds detail and nuance to our understanding of how the reputation of business schools and business education is constructed in Saudi Arabia. This not only provides an interesting research finding but will also be of potential interest to policy makers in this field. The research concludes that for universities and business schools, an awareness of their own reputation and how it is managed could contribute significantly to their operation and further development, and a key outcome from this research is the call to introduce reputation management into the strategic development and policy guidelines for business schools in Saudi Arabia.
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Deatherage, Kimberly Dawn. "Saudi Women's Experiences of Control and Engagement as Employees in Private Universities." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4435.
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Saudi women have higher rates of graduation from college than their male counterparts, but are underrepresented as employees in the private higher education sector. Saudi women working in higher education report a lack of involvement in the planning of their work, challenges in balancing family and career, and low wages. Yet, no research has explored how Saudi women in administrative support staff positions in private universities perceive control and how their perceptions of control affect their engagement in the workplace. Therefore, based on locus of control theory, the 2-process model of perceived control, and compensatory control theory, the purpose of this phenomenological study was to explore the lived experiences of Saudi women administrative support staff working in private universities regarding the phenomena of workplace control and engagement. Ten female administrative support staff were selected using purposive and snowball sampling. Semistructured interviews were used to explore the lived experience of control for Saudi women administrative support staff and how their experiences influence engagement. The data were analyzed using Moustakas's steps to the phenomenological process. Eight core themes emerged from the data, including supervision and guidance, social relationships and connections, time, lack of predictability, adjustment of self to fit the environment, self-development and inner transformations, having a voice, and cultural conditioning of women's social roles. The implications for positive social change include raising awareness among management, human resources, and training specialists in private higher education of Saudi women's perceptions of control and engagement in the workplace.
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Alomir, Abdullah Mohammed. "The experience of teaching statistics to non-specialist students in Saudi universities." Thesis, University of Glasgow, 2016. http://theses.gla.ac.uk/7508/.
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Undoubtedly, statistics has become one of the most important subjects in the modern world, where its applications are ubiquitous. The importance of statistics is not limited to statisticians, but also impacts upon non-statisticians who have to use statistics within their own disciplines. Several studies have indicated that most of the academic departments around the world have realized the importance of statistics to non-specialist students. Therefore, the number of students enrolled in statistics courses has vastly increased, coming from a variety of disciplines. Consequently, research within the scope of statistics education has been able to develop throughout the last few years. One important issue is how statistics is best taught to, and learned by, non-specialist students. This issue is controlled by several factors that affect the learning and teaching of statistics to non-specialist students, such as the use of technology, the role of the English language (especially for those whose first language is not English), the effectiveness of statistics teachers and their approach towards teaching statistics courses, students’ motivation to learn statistics and the relevance of statistics courses to the main subjects of non-specialist students. Several studies, focused on aspects of learning and teaching statistics, have been conducted in different countries around the world, particularly in Western countries. Conversely, the situation in Arab countries, especially in Saudi Arabia, is different; here, there is very little research in this scope, and what there is does not meet the needs of those countries towards the development of learning and teaching statistics to non-specialist students. This research was instituted in order to develop the field of statistics education. The purpose of this mixed methods study was to generate new insights into this subject by investigating how statistics courses are currently taught to non-specialist students in Saudi universities. Hence, this study will contribute towards filling the knowledge gap that exists in Saudi Arabia. This study used multiple data collection approaches, including questionnaire surveys from 1053 non-specialist students who had completed at least one statistics course in different colleges of the universities in Saudi Arabia. These surveys were followed up with qualitative data collected via semi-structured interviews with 16 teachers of statistics from colleges within all six universities where statistics is taught to non-specialist students in Saudi Arabia’s Eastern Region. The data from questionnaires included several types, so different techniques were used in analysis. Descriptive statistics were used to identify the demographic characteristics of the participants. The chi-square test was used to determine associations between variables. Based on the main issues that are raised from literature review, the questions (items scales) were grouped and five key groups of questions were obtained which are: 1) Effectiveness of Teachers; 2) English Language; 3) Relevance of Course; 4) Student Engagement; 5) Using Technology. Exploratory data analysis was used to explore these issues in more detail. Furthermore, with the existence of clustering in the data (students within departments within colleges, within universities), multilevel generalized linear models for dichotomous analysis have been used to clarify the effects of clustering at those levels. Factor analysis was conducted confirming the dimension reduction of variables (items scales). The data from teachers’ interviews were analysed on an individual basis. The responses were assigned to one of the eight themes that emerged from within the data: 1) the lack of students’ motivation to learn statistics; 2) students' participation; 3) students’ assessment; 4) the effective use of technology; 5) the level of previous mathematical and statistical skills of non-specialist students; 6) the English language ability of non-specialist students; 7) the need for extra time for teaching and learning statistics; and 8) the role of administrators. All the data from students and teachers indicated that the situation of learning and teaching statistics to non-specialist students in Saudi universities needs to be improved in order to meet the needs of those students. The findings of this study suggested a weakness in the use of statistical software applications in these courses. This study showed that there is lack of application of technology such as statistical software programs in these courses, which would allow non-specialist students to consolidate their knowledge. The results also indicated that English language is considered one of the main challenges in learning and teaching statistics, particularly in institutions where English is not used as the main language. Moreover, the weakness of mathematical skills of students is considered another major challenge. Additionally, the results indicated that there was a need to tailor statistics courses to the needs of non-specialist students based on their main subjects. The findings indicate that statistics teachers need to choose appropriate methods when teaching statistics courses.
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Alshammari, Mohammed S. "Academics' adoption and usage of learning management systems in Saudi Arabia's universities." Thesis, De Montfort University, 2015. http://hdl.handle.net/2086/11123.
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Learning Management Systems (LMS) have become a common feature in contemporary Higher Education institutions worldwide. LMS literature shows that the level of interest and/or knowledge among academics towards the importance and usefulness of these systems, and the opportunities they can bring to the teaching process are key factors affecting the degree of use of LMS in HE. To date, most of these studies have taken place in the context of developed countries, and there is only limited research in other areas. In recent years, LMS have been adopted widely in Saudi Arabia’s Higher Education sector, however, there are no strong and detailed data regarding the subject in this context, which could impede future developments. On the other hand, academics were chosen as the main focus of this investigation because studies have revealed that they have the most vital role in promoting and enhancing the use of LMS. Therefore, this research investigates academics’ adoption and usage of LMS in Saudi Arabia’s universities; it aims to understand the adoption conditions and identify what factors truly affect the adoption process and to what level are the systems being used and why. The investigation was guided by Grounded Theory research principles. Initially, a review of the literature identified the nature of LMS along with the issues confronting academics when they are trying to use it to its full potential in supporting the delivery of their courses. Afterwards, questionnaires were employed to further explore the phenomenon in its examined context, i.e. Saudi higher education. The generated data and concepts were then used to guide the research process and to develop interview questions. The interviews were carried out at three Saudi universities with a range of stakeholders, which signified the primary data source in this investigation. Analysis revealed that LMS did not emerge as a well-established component of academics’ activities in Saudi universities despite the positive view respondents expressed towards it. Findings also explained why LMS was either considered a secondary method to support face-to-face teaching, or under-utilised in fully online courses. Furthermore, findings revealed the primary factors influencing academics’ level of use of LMS. Moreover, there were issues identified in relation to the academics’ development and training for LMS, which had a significant effect on the academics’ level of use of LMS. Findings were then integrated into a substantive theory and a theoretical model, which represents the research primary outcome. The theoretical outcomes offer abstract explanation of the phenomenon about adopting innovatory systems in Saudi universities, LMS in this instance. In conclusion, suggestions for improving the current provision of LMS in Saudi Universities are made. Overall, this study provided an insight into the environment surrounding the early adoption phases of LMS in Saudi universities, which offers a better understanding of the phenomenon. Subsequently, this will help enhance the adoption process in current contexts and assist in the better future utilisation of these systems in similar situations.
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Albaqami, Nasser. "Critical investigation of virtual universities : applying the UK structure to Saudi Arabia." Thesis, De Montfort University, 2014. http://hdl.handle.net/2086/11125.
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The purpose of this study was to investigate the feasibility, practicality and desirability of establishing a virtual university (VU) using new technologies in Saudi Arabia and to explore how to apply the existing VU frameworks to the Saudi Arabian education system. This is desirable in order to accommodate the rapid growth in the number of secondary school graduates, and is regarded as one of the most important challenges currently facing Saudi Universities. The study traces the origins of VUs in the UK and Europe, then examines the tools, forums and methods in use, focusing on the main service-oriented architecture and the Simple Object Access Protocol framework. Primary data were gathered by means of two sets of questionnaires, to explore the appetite for a virtual university in Saudi Arabia and to investigate the use of virtual learning in the UK. Three UK universities that strongly promote virtual learning (The Open University, the International Virtual University and Oxford University) were also researched online, providing an additional edge to the wider research on other universities. The investigation was motivated by a desire to produce a model that would widen learning opportunities for those who otherwise have no access to formal education in Saudi Arabia. The result is a virtual university model designed and developed to be a safe and secure Web-based educational system, providing online education for all, regardless of geographical position or time of day. Data were gathered mainly from secondary sources, such as journals, conference reports and books. A literature review critically assessed several technologies and protocols, and a critical comparison of Web services was conducted. Evidence from the questionnaire, the literature review and informal discussions led this researcher to pursue further the concepts of messaging technology and distributed communication, focusing on implementing JMS and a message-passing system. As a result, a chat application which utilises the publish-and-subscribe messaging model and a translator are presented and recommended as essential elements in achieving virtualisation in higher education. The thesis proposes a third-generation virtual university utilising cloud computing, offering integrated services to learners and including different types of online learning materials, specialized virtual centres for the development of educational courses, library and administrative functions, an interactive environment and online collaboration.
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Alruwais, Nuha. "The factors impacting the acceptance of E-assessment by academics in Saudi universities." Thesis, University of Southampton, 2018. https://eprints.soton.ac.uk/428041/.
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As assessment is one of the important pillars of the learning process, E-assessment has been introduced to develop the models of assessment and to address some of the limitations and problems of paper-tests. In Saudi higher education, E-assessment has been emerging alongside E-learning systems. At present, few Saudi academics use E-assessment, but the factors that affect these academics' acceptance of E-assessment have not yet been investigated. Therefore, this study aims to find and investigate the factors that influence academics' behavioural intention to accept E-assessment. The theories and models of user acceptance of new technology that help to understand the individual behavioural intention have been reviewed and a Model of Acceptance E-assessment (MAE) proposed based on the models of user acceptance and use of technology and previous studies in the same field. The MAE consists of: attitude (perceived ease to use, perceived usefulness, and compatibility), subjective norm (peer influence and superior influence) and perceived behavioural control (self-efficacy, resource facilitating conditions, and IT support). These three main factors were used as determinants of academic behavioural intention to accept E-assessment. Age and gender were added to the model as moderating factors. The study followed a sequential mixed methods approach, which gathered qualitative and quantitative data in an ordered sequence and used different data collection tools (interview, questionnaire, and focus group discussion). The developed model (MAE) was validated through interviewing 15 experts, who confirmed all the factors except gender. Awareness of E-assessment and the existence of a strong security system were suggested by the experts as factors that should added to MAE. Later, an on-line questionnaire was sent to academics in Saudi universities and 306 responses were received from different universities in Saudi Arabia. The model and the relationship between the factors were assessed using Structural Equation Modelling (SEM). The results showed that MAE achieved a good fit with the collected data, and the model's instruments were reliable and valid. Finally, the SEM results were explored by focus groups discussions, among ten Saudi academics. The study found that Attitude is the most affecting factor on academics' behavioural intention to accept E-assessment, and Compatibility has high impact on academics' attitude, followed by perceived ease of use and perceived usefulness, while awareness has no effect on academics' attitude. Subjective norm was found to have a slight effect on academics' behavioural intention to accept E-assessment, and superior influence had a strong impact on subjective norm. Surprisingly, perceived behavioural control was found to have no influence on academics' intention, and only self-efficacy had an effect on perceived behavioural control. Additionally, the results showed that age has an effect on attitude, and slight effect on subjective norm. The research contributes to the body of knowledge in the fields of technology acceptance research and use of technology to enhance education. The MAE provides a depth understanding of academics' beliefs regarding acceptance of E-assessment that can help developers and educational institutions in Saudi Arabia to be aware of the factors that encourage academics to accept E-assessment before implementing.
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Alharbi, Mansour. "Managing the quality of services in Saudi universities : students', staff and employers' perspectives." Thesis, University of Southampton, 2011. https://eprints.soton.ac.uk/210537/.
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This study deals with quality of student services and proposes a framework for managing quality in student services in Saudi universities based on key quality service requirements identified by students, staff and employers. The proposed framework seeks to address differences in quality values between the three groups while it builds on similarities in their views. This research used an inductive approach with qualitative and quantitative descriptive methods to examine the quality of services provided to students at four Saudi universities. Methodological triangulation was used, enabling discovery of different aspects through multiple methods of data collection which included focus groups, questionnaires to students and interviews. The findings reveal strong similarity and dissimilarity on many criteria between student, staff and employers, including the importance of developing skills, student services and high academic standards. Responses indicate a lack of congruence on those criteria that focus on student services’ processes. There are a number of criteria in which there is agreement between the three groups, most significantly, the importance of the teaching and learning function. Students’ engagement with the learning process through the lecturers’ ability to motivate students’ interests, facilitate subject knowledge, stimulate thought and develop transferable skills are considered by all three groups to be critical issues in managing quality. Both students and employers see the development of vocational and transferable skills as a significant issue. Pre university communications with high schools and post university communications with employers represent an area of concern by all groups. The study suggests that an approach to quality based on an understanding of key values of the main participants will facilitate shared understanding and quality consciousness within institutions.
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Aseeri, Ali. "Performance measurement systems in two Saudi Arabian Government universities : a grounded theory study." Thesis, University of Southampton, 2012. https://eprints.soton.ac.uk/370740/.
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Alzuman, Abad. "Faculty Research Productivity in Saudi Arabian Public Universities: A Human Capital Investment Perspective." VCU Scholars Compass, 2015. http://scholarscompass.vcu.edu/etd/4020.
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In an attempt to transition from its oil-based economy, the Kingdom of Saudi Arabia is taking further steps towards building a knowledge-based economy. Saudi universities play a pivotal role toward the country’s attempts to achieve the desired sustainable economic growth. And because knowledge production is dependent on the human capital embedded in faculty members working at theses universities, the recommendations of the Saudi National Science and Technology Policy stressed the importance of enhancing research skills of faculty members and researchers at public universities using different means and initiatives. However, a little is known about the impact of the implemented initiatives to promote research on the actual research outcomes of faculty members working at these universities. This study examined the impact of research promoting practices, and faculty personal characteristics (i.e., age, gender, marital status, academic rank, citizenship, and origin of PhD degree) on the levels of faculty
research productivity at four Saudi Arabian public universities: King Saud University (KSU), King Abdulaziz University (KAU), King Khalid University (KKU), and King Faisal University (KFU). All PhD holder faculty members working at these universities were included in the sample of the study. A self-administrate web-based survey questionnaire was used to collect data for this study. Out of 7072 distributed questionnaires, 389 answered questionnaires were used for the data analysis.
Multiple regression results revealed that the following research-promoting practices have positive and significant relationships with faculty research productivity: supportive collegial environment, the high perception of the academic editing and translating services, the positive perception of the research funding process, the rate of participation in collaboration programs, and conference attendance. Faculty’s perception of the role of research centers and research financial incentives revealed reverse relationships with certain types of faculty research productivity.
Among the personal characteristics of faculty members, full professors were found to have the highest levels of research productivity. Citizenship (tenure status), and origin of PhD degree were found to have positive relationships with certain types of faculty research productivity. Male faculty were found to have more publications in refereed journals compared to female faculty. Also, older faculty were found to have more publications in refereed journals compared to junior faculty.
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Alharbi, Eman. "Preparing Saudi Universities for International Accreditation in the Area of Governance and Leadership." Thesis, Tennessee State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10641305.
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Institutional accreditation in the last decades has been studies as an important assessment that ensures the quality of higher education institutions. The growth of the economy around the world has placed value on evaluating universities’ accountability and effectiveness. Therefore, one of the most significant current discussions in higher education institutions is obtaining international accreditation. Consequently, Saudi Arabia’s institutional accreditation system is seeking to improve higher education institutions’ quality assurance and accountability by preparing them for international accreditation. However, only 12 universities out of 34 have been accredited at the institutional level by the NCAAA. As a result, one of the major challenges facing Saudi institutions is their ability to meet accreditation standards concerning institutional effectiveness, governance, and leadership. Therefore, this quantitative study examined the extent to which Saudi universities prepare for international accreditation in the areas of governance and leadership. A comparison of accredited and non-accredited universities was done using a Mann-Whitney U test based on faculty and administrators’ perceptions of leadership and governance. The study concluded that Saudi universities are prepared to meet international institutional accreditation standards in the areas of governance and leadership. An effective strategy is needed to promote the accreditation process successfully.
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Bukhari, Abdulghafoor Abdulfattah. "The impact of networking and information technology on Saudi Arabian and British universities." Thesis, Loughborough University, 1994. https://dspace.lboro.ac.uk/2134/27905.
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As a result of the growing use of computers and continuing improvements in communication technologies, there has been an accelerating growth of LANs on campus and WANs between campuses. The developed countries, such as the USA and UK, are developing high-speed networks to establish a powerful national information technology infrastructure. A developing country, such as Saudi Arabia (SA), is now considering how best to provide comparable national network services.
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Alsouhibani, Mohammed A. "Attitudes toward Research and Teaching: Differences Between Faculty and Administrators at Three Saudi Arabian Universities." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2482/.
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This study is an investigation of the perceived attitudinal differences between administrators and faculty toward research and teaching at three Saudi Arabian universities, King Saud University (KSU), King Fahd University of Petroleum and Minerals (KFUPM), and the Islamic University (IU).
The researcher also investigated the effect of several variables, such as rank, university, and academic field on administrators and faculty members' attitudes toward teaching and research.
Little Attention has been given to studies that examine the differences between faculty and administrators with regard to their attitudes toward the priorities of teaching and research in Saudi Arabian institutions. Also, little research has been conducted regarding the effects of rank and academic field on faculty attitudes in Saudi Arabian institutions.
The author used a mail survey and collected 518 useable responses from a total of 710 questionnaires distributed. Factor analysis, MANCOVA, MANOVA, and ANOVA were the statistical methods employed in data analysis. Five attitudes were identified as a result of factor analysis: (a) attitudes toward teaching; (b) attitudes toward research; (c) mission; (d) promotion; and (e) interest. Results indicated that there was a significant difference between faculty and administrators regarding teaching and resea4rch. Administrators showed stronger attitudes toward teaching than faculty at all three universities. There were also significant differences regarding these attitudes in terms of rank, academic field, and university. Full professors had the strongest attitude toward a research emphasis compared to assistant professors. Assistant professors had the strongest teaching orientation. In addition, faculty members in the humanities had stronger teaching orientations preferences than did those in the natural and social sciences. Regarding the universities, faculty members at IU had the strongest teaching orientation preferences, whereas faculty members at KSU had the strongest research orientation preferences.
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Own, Wafa M. (Wafa Mohammed). "The Role of the Saudi University in Meeting the Needs of Female Students as Perceived by Females in Two Saudi Universities." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc332727/.
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The problem of this study concerns the needs of female students and their perceptions of satisfaction with the role of the two female institutions of higher education in Jeddah, Saudi Arabia: King Abdul-Aziz University (KAU) and the College of Education for Girls.
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Almahdi, Hassan. "Promoting entrepreneurs and economic growth through entrepreneurship programmes : a new role of Saudi universities." Thesis, Brunel University, 2015. http://bura.brunel.ac.uk/handle/2438/13815.
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The Kingdom of Saudi Arabia (KSA) is a wealthy country but faces multiple economic and social challenges. Economically, the country depends almost entirely on a single natural resource i.e. oil, which will be eventually exhausted. About sixty seven percent of Saudi’s native population is under 30 years of age and about 30 percent of 15-29 years old Saudis are unemployed. The country thus needs to diversify its economy and create job opportunities for its young unemployed population. A way forward in this regard could be supporting and promoting young people to engage in economic and entrepreneur activities, which could be facilitated by entrepreneurship education. Entrepreneurship has long been considered as a driver of innovation, a generator of employment opportunities and a potential wealth creator for both individuals and organisations. Academic literature supports the belief that with appropriate entrepreneurship education the number of would-be entrepreneurs can be increased. This study investigated the impact of entrepreneurship education programmes (EEPs) on entrepreneurial attitudes and intentions amongst university students in the KSA. The conceptual model tested in this research was based on the Theory of Planned Behaviour. Based on a quantitative approach, a self-administered questionnaire was distributed to two groups: participants studying entrepreneurship courses as part of their degrees (to be known as EEPs Group) and participants not undertaking any entrepreneurship studies as part of their courses (Control Group). The data collection took place at the beginning of the semester (Pre-test/t1) in April 2010 and at the end of the semester (Post-test/t2) in July 2010. After screening, a final matched sample of 491 completed questionnaires for the EEPs Group and 184 for the Control Group was used for data analysis. The results of this empirical study revealed that the intention to become self-employed was positively and significantly correlated to attitudes regarding self-employment, to subjective norms and to perceived behavioural control. However, for entrepreneurial education, the intention to become self-employed was neither positively nor significantly correlated with new business start-up activities. For policy-makers in KSA, the study provides useful insights into the situation of entrepreneurship education, will aid planners in universities and the KSA government to address unemployment of young by creating greater entrepreneurial awareness, and thus, hopefully, jobs through entrepreneurship activities. This study has confirmed that EEPs has a significant contribution in developing entrepreneurial attitudes among university students. Thus, entrepreneurial skills could be inculcated in the younger Saudi generation early on in their lives by institutionalising enterprising and entrepreneurship knowledge, skills and culture through education and learning starting from the high school level to the university level. In addition, there is a need for changing behaviour and intentions towards, and creating awareness about, entrepreneurship and self-employment among Saudis using different channels of communications such as the electronic media including the social media.
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Alhamadi, Asma Abdulmana. "The influence of social media on Saudi graduate students: an explanatory case study of six Saudi graduate students studying in American universities." Diss., Kansas State University, 2017. http://hdl.handle.net/2097/38211.
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Doctor of PhilosophyCurriculum and Instruction Programs
Kay Ann Taylor
The purpose of this qualitative multiple participant case study was to identify the influence of social media on Saudi graduate students who are active social media users. Social media have been influencing Saudi students differently than those in other socio-cultural contexts due to the uniqueness of the Kingdom of Saudi Arabia (KSA) in terms of cultural, political, economic, and social life. This study contributes to educational technology broadly and understanding the experiences of Saudi graduate students who are active social media users specifically. This study sought to illuminate and clarify understanding of the influence of social media use on graduate students in the KSA. This study investigated the influence of social media on Saudi graduate students through the experience of six Saudi graduate students who have 200K or more followers/subscribers on YouTube, Twitter, Instagram, or Snapchat. Vygotsky-based social constructivism was used to analyze and interpret the findings of the research in an effort to understand and make sense of the impact of social media on education through the participants’ experiences as graduate students and active social media users. The significant findings of this research support social constructivism, in that learning occur through social interaction with the More Knowledgeable Other (MKO) in the Zone of Proximal Development (ZPD). The findings of the study included three emerging themes: (1) social media experience, (2) social media influence, and (3) changes brought by social media. Two categories emerged from the data under the first theme. The categories are (a) planned versus unplanned fame, and (b) social media preferred sites, activities and topics. Three categories and two sub-categories emerged from the second theme: (a) educational influence, which has two sub-categories —(i) formal teaching and learning (ii) informal learning —; (b) financial influence; and (c) gender issues in social media. The results contribute to the limited qualitative research on Saudi graduate students and social media and to the overall social constructivism research in the KSA higher education.
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Al-Fier, Al-Sharif M. "An investigation into the use of audio-visual aids in teaching in Saudi Arabian universities." Thesis, Cardiff University, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.334949.
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Alharthi, Abdulrahman Ayad. "A critical success factors assessment instrument for cloud migration readiness status in Saudi Arabian universities." Thesis, University of Southampton, 2017. https://eprints.soton.ac.uk/419480/.
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Saudi universities have at their disposal a huge number of low cost IT resources to aid teaching, research and learning. The emergence of cloud computing delivers substantial benefits in the form of rich education content, increased efficiency and agility that can be used to transform higher education in Saudi universities. By migrating to cloud services, Saudi universities will be moving data and programs from local servers to the internet, thereby providing users with the ability to access and share information at any time from multiple devices. Also, procuring IT resources such as infrastructure, applications, and platforms via the Internet will be cost effective, easy and fast. This will promote innovation in universities, as the main barrier of cost will be removed. However, the migration to cloud-based IT resources is not yet widespread in Saudi universities due to several challenges including security, legal policies and IT personnel skills. Moreover, at present, there is a lack of research and guidance on the significance of the Critical Success Factors (CSFs) to improve the success of cloud migration projects in Saudi university. These CSFs were used to measure the readiness of Saudi universities in terms of their ability, perception and readiness in making their cloud migration more successful. This research proposes a framework of enablers to guide the Saudi Arabian universities to migrate to the cloud paradigm successfully. In the presented research, a set of key CSFs was identified by synthesising factors from studies concerned with the migration of cloud for higher education in global context and factors identified from previous research investigating the successful implementation of Web Based Learning (WBL) and Enterprise Resource Planning (ERP) on higher education in Saudi Arabia. Based on the literature review, the proposed Success Factor Cloud Migration (SFCM1) framework was then evaluated via expert reviews and a survey conducted by IT specialists working in Saudi universities. The initial CSFs in SFCM1 were updated based on the expert reviews and the results were analysed via the Thematic Analysis approach. Based on the findings at this stage, additional CSFs were added to the framework as suggested by the experts. Subsequently, in order to confirm the reviewed CSFs, additional investigation via a structured online questionnaire was conducted and the outcome was analysed via one-sample t-test with the data integrity analysed via Cronbach’s alpha. The outcome indicated that most CSFs were statistically significant, apart from, the Physical Location CSF. Subsequently, based on the confirmed SFCM2 framework, a cloud migration readiness assessment instrument (CMRA) was developed using Goal Question Metrics (GQM) approach. The scoring scales of the CMRA instrument were adapted from the COBIT5 Process Assessment Model (PAM). The practicality of CMRA instrument was evaluated by three case studies conducted in Saudi universities. The instrument was used to assess the readiness status of the Saudi universities that already planned to migrate to the cloud. Afterwards, the usefulness and practicality of the CMRA were evaluated through an evaluation questionnaire and interviews with seniors working in IT deanships in Saudi universities. The contributions of this research are first that it developed a SFCM2 framework within the context of Saudi Arabian universities. Secondly, the framework was extended to an instrument (CMRA) to measure the readiness status of a particular Saudi university.
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Al-Abdulhadi, Abdulhadi Saad. "Program articulation between secondary schools and universities as perceived by science teachers in Saudi Arabia /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487599963592536.
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Albadran, Norah Fahad Mrs. "Flipped Classroom Model Based Technology Acceptance and Adoption Among Faculty Members in Saudi Arabia Universities." University of Toledo / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1587078759013376.
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Al-Enazi, Ghanem Tawash. "Institutional support for academic staff to adopt Virtual Learning Environments (VLEs) in Saudi Arabian universities." Thesis, Durham University, 2016. http://etheses.dur.ac.uk/11417/.
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Higher education institutions have increasingly invested in integrating Information and Communication Technology (ICT) into learning and teaching activities. However, the success of e-learning initiatives is influenced by academic staff’s beliefs and attitudes towards e-learning quality, concerns about new teaching situations, increased workload, insufficient technical and pedagogical skills and availability of institutional support. This mixed methods study aims to investigate the perceptions of academic staff in five public universities in Saudi Arabia (n=518) about the actual and desired institutional support that is provided or should be provided by their institutions to motivate them to adopt Virtual Learning Environments (VLEs). Additionally, it aims to compare that actual and desired institutional support. The study also seeks to determine whether there are statistical significant differences in academic staff’s assessment of actual and desired institutional support according to their university, faculty, gender, main purpose of using VLEs and attitude toward participation in e-learning. In terms of actual institutional support, academic staff reported that their universities rarely provide the required institutional support (mean=2.29). They rated all seven sections of institutional support (i.e. supportive institutional practices, technical support, pedagogical support, technical training, pedagogical training, flexibility of training programmes, and institutional incentives) as rarely provided with means ranging between 2.06 and 2.59. In addition, the study revealed statistically significant differences in academic staff’s assessment of actual instuitional support according to their university, faculty, gender, main purpose and attitude toward participation in e-learning. In terms of desired institutional support, academic staff confirmed the importance of institutional support (mean=4.41). The results indicated that the seven sections of support are highly desired with means ranging between 4.28 and 4.60. Also, the results indicated statistically significant differences in academic staff’s assessment of desired institutional support according to their university, faculty, main purpose and attitude toward participation in e-learning. In terms of differences between actual and desired institutional support, paired t-test results revealed statistical significant differences between the actual and desired institutional support. According to academic staff, the widest gap between actual and desired support is in section five, “pedagogical training” (mean=2.06 and mean=4.45). On the other hand, they reported the smallest gap in section four, “technical training” (mean=2.59 and mean=4.42). The main contribution of this study is to provide a model based on the study findings; thus, an “Institutional Support Model” was proposed to assist universities to provide the required support for their academic staff. The model suggests forty-four items of support integrated into seven main areas of support: Institutional Support Practices (ten items), Technical Support (six items), Pedagogical Support (six items), Technical Training (six items), Pedagogical Training (six items), Flexibility of Training Programmes (five items) and Institutional Incentives (five items). In addition, many customised models can be generated from the quantitative results according to academic staff’s characteristics.
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Masoud, Khalid S. (Khalid Saad). "Perceived Responsibility, Authority, and Delegation of Department Chairpersons Compared to Perceptions of Faculty in Saudi Arabian Universities." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc935749/.
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This investigation compared the perceptions of responsibility, authority, and delegation held by department chairpersons and those held by faculty members in Saudi Arabian universities. The three purposes of the study were to determine differences in perceptions between department chairpersons and their faculty members, to determine any significant interaction between the independent variable (position) and each of the eleven clarification variables with respect to respondents' perceptions, and to determine any significant difference in perceptions between respondents in different categories of each of the clarification variables. The findings were as follows. There was a significant difference in perceptions of responsibility between department chairpersons and their faculty members, but no such difference was found for authority or delegation. Significant interactions were found between position and three of the clarification variables with regard to perceptions of responsibility, between position and none of the clarification variables with regard to perceptions of authority, and between position and four of the clarification variables with regard to perceptions of delegation. In addition, significant differences in perceptions were found among categories of six clarification variables with regard to responsibility, of four clarification variables with regard to authority, and of seven clarification variables with regard to delegation.
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Aletaibi, R. G. "An analysis of the adoption and use of HRIS in the public universities in Saudi Arabia." Thesis, Coventry University, 2016. http://curve.coventry.ac.uk/open/items/e4183d4b-7be6-4cc7-a9f0-f582269b441b/1.
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Evaluating the use of human resource information systems (HRIS) by employees working in the human resource management (HRM) departments of the public universities in Saudi Arabia is one of the main aims of this project. Other researchers in this field have proposed several success models for HRIS use, and they are suitable for organisations working in the conditions and circumstances surrounding a particular region; however, they cannot be applied directly to Saudi organisations. Thus, it is very important to construct an HRIS use model for higher education institutions. In view of the weaknesses of other HRIS success models for the particular environment in Saudi Arabia, this study has integrated some incumbent factors into the DeLone and McLean HRIS success model to develop a new model that provides comprehensive insight into the most important factors affecting the issue of HRIS within the HR Departments of Saudi universities. This results in the development of a theoretical framework as a model to carry out the investigation into the impacts of various dimensions of the proposed model on the use of HRIS by employees. A mixed-method research design involving interviews and questionnaires was used to collect qualitative and qualitative data; analytical techniques along with SPSS20 were employed to analyse the data. The results obtained from the qualitative phase showed that there were six factors that affected the use of HRIS in the HR Departments of public universities: usefulness, a speedier decision-making process, system quality, ease of use, subjective norms (social and peer pressures), and the unification of systems. The impact of these dimensions on the use of HRIS was measured in the qualitative phase, showing the positive impact of system quality, service quality, and ease of use on the use of a system. Furthermore, the impact of HRIS on human resources (HR), based on performance and productivity, was investigated through interviews and surveys with the sample population. In general, it was found that HRIS have a significant and positive impact on the performance and productivity of the HR Departments of public universities in Saudi Arabia. This study’s main contribution is the successful development of an adoption model for the measurement of HRIS use in Saudi public universities, by taking into account the social elements that play an important role in the use of HRIS in Saudi Arabia. This is the first study of its kind that has been performed to measure the factors and map the strength of their relationship with the use of HRIS, user satisfaction and HRIS adoption.
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Alshahrani, Abdullah. "Exploring EFL teachers' views regarding their CPD activities and challenges at one of the Saudi Arabian universities." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/30670.
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This interpretive research study explores how English-language teachers at a Saudi Arabian university viewed continuing professional development (CPD). The aims were to achieve a proper understanding of the CPD which these teachers currently received and a recognition of their views regarding their professional development (PD), to discover what forms of CPD they did and did not engage in and to give voice to these teachers by encouraging them to express their views about PD as a fundamental aspect of their work. The study also addresses issues related to the PD of teachers of English in Saudi Arabia such as the nature of the challenges that they and other teachers face in their attempts to engage in CPD, the selection and initiation of professional development activities, areas where PD is needed and the benefits of PD, based on the views and suggestions of the teachers. The exploratory design involves a qualitative research method, namely one-to-one semi-structured interviews. The participants, 23 male English-language teachers on the preparatory year programme (PYP) at a Saudi Arabian university, were found to value CPD as providing lifelong benefits. The findings also reveal that most of the teachers were aware of the importance of PD and the need for it. However, participants expressed general dissatisfaction that teachers’ voices were not listened to in connection with their CPD opportunities and that the planning of their own CPD did not adequately value their personal input, with inevitably negative consequences for their commitment and motivation. The study also identifies the existence of many barriers to satisfactory CPD provision for teachers, such as lack of autonomy, insufficient time after work to pursue CPD, workloads that are deemed to be excessive, unsupportive working conditions and inadequate provision of CPD activities that participants considered relevant. Teachers were found to experience CPD as being policed and top down within a wider culture of compliance at the university under study, leading them to feel professionally compromised and lacking in voice and autonomy. A major theme is the dominance of the needs of the university over those of individual teachers, reflected in the gap between the CPD provided and these individual needs as perceived by the teachers themselves. The study makes recommendations for improving the CPD experience of such teachers and concludes with the most significant implications for the context of study, at the institutional level, for the recruiting agencies, for the Ministry of Education and other governmental bodies, for the teachers themselves and for associations of teachers. A number of recommendations for CPD in general and within the Saudi setting are proposed, along with a number of steps to be taken by the PYP to help raise institutional awareness of successful CPD and to encourage teachers to engage with it more profitably.
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Alenezi, Abdulhameed. "Development of translation curricula at undergraduate translation courses in Saudi universities : exploring student needs and market demands." Thesis, University of Leicester, 2016. http://hdl.handle.net/2381/36292.
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This thesis focuses on the relationship between undergraduate translation curricula on the one hand, and students’ needs and market demands on the other hand, using translator training in Saudi Arabia as an example. This case study provides strong support for the argument that market demands and student needs should be reflected in the curriculum of translation training courses. There is a shortage of research on the relationship between translation curriculum design and situational context, and the recommendations of my study are generalizable to other locations, especially those where translator education is still a relatively new subject of study. The tools used in this study are extended questionnaires of three stakeholder groups: (i) final-year students following translation courses at three universities in Saudi Arabia, King Saud University, Imam Muhammad ibn Saud Islamic University and Effat University; (ii) translation instructors teaching translation at those universities; and (iii) translators working in the Saudi translation market. The questionnaires administered to students and instructors enabled me to identify their perceptions of the needs of students and the market, while the questionnaires administered to translators working as professionals in the market enabled me to identify both the actual needs of the market and professionals’ view of the translation courses and their graduates. Follow-up interviews with a fourth important group of stakeholders, namely curriculum decision makers in translation departments, were conducted once I had identified the students’ needs and the demands of the market, and the thesis discusses the relationships between the views of all four stakeholder groups. It is my hope that the study will contribute to enhancing the development of curricula in undergraduate translation courses.
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Alghulayqah, Abdullah. "Examining the perceptions of senior management teams in three private universities in Saudi Arabia : opportunities and challenges." Thesis, University of Reading, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.701799.
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Saudi Arabia's rapid economic and social development has led to an increasing demand for higher education to meet the skills and knowledge demands of globalisation and the knowledge economy. In order to cater effectively for the increased demand for higher education, the government has expanded the private sector. However, higher education in Saudi Arabia is facing a range of different challenges related to, for example, its educational policies and regulations, the management of universities, funding, and the maintenance of quality standards in higher education institutions. Although the role of the senior management in private universities in Saudi Arabia has always been important to university management and performance, the increasing significance that is being given to bureaucracy, academic performance and productivity, and government intervention and accountability has greatly elevated the significance of this position. Previous research and anecdotal evidence suggest that strong academic leadership is paramount to the effective running of educational institutions and that professional measurement is needed to analyse the current management of these institutions. Using a qualitative and exploratory approach that is in line with social constructivism, this thesis explores the factors underlying the opportunities and challenges encountered by the senior management teams at three private universities in Saudi Arabia. The interviewees comprise 20 senior management members who represent the three case studies at three private universities in Riyadh, the capital city of Saudi Arabia. The research addresses the opportunities and challenges to contribute to the development of academic leadership in private universities in Saudi Arabia. The data collected and analyzed generate recommendations for improving the performance of the presidents, vice presidents, and deans of these institutions to attain the desired level that the institutions were established to achieve.
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Al, Mulhem Ahmed. "Developing an e-learning training package for academic staff in one university in Saudi Arabia." Thesis, University of Plymouth, 2014. http://hdl.handle.net/10026.1/3081.
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The focus of this study is the development of an e-learning training package for the academic staff in King Faisal University (KFU) in Saudi Arabia. Evidence suggests that there is a lack of training for academic staff in Saudi Higher Education on how to integrate e-learning in their teaching. Despite this, very little attention is paid in the research literature to the design and evaluation of e-learning training. There is no clarity therefore about what constitutes effective e-learning training in higher education. This study aimed to design, implement and evaluate a training package for the academic staff. The study was conducted in two phases: 1) identifying the e-learning training needs and preferences of the academic staff in KFU; 2) designing, implementing and assessing a training package based on identified needs and preferences, e-learning training literature and common learning theories in the field. The study was qualitative. In phase one, 69 questionnaires and 17 interviews were analysed. The survey findings showed that the academic staff do suffer from the lack of training. Furthermore, the data showed a disagreement with the existing literature about the factors that limit the academic staff’s use of e-learning. The academic staff’s preferences for their future e-learning training were also determined and used to inform the design of the training package. Key design features of the training package included: covering both technical and pedagogical aspects of Blackboard; using blended delivery and using both cognitive constructivism and social constructivism to underpin its pedagogy. Evaluation data collected from a range of sources suggest that the academic staff responded well to the design features of the training package and that the training had a positive influence on their practice. The study has proposed a model for the design and evaluation of e-learning training in higher education that based on five generic criteria including ownership, intersubjectivity, contextualisation, transformational potential and evidence based.
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Algahtani, Abdullah Faleh. "Evaluating the effectiveness of the e-learning experience in some universities in Saudi Arabia from male students’ perceptions." Thesis, Durham University, 2011. http://etheses.dur.ac.uk/3215/.
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This study applies social science methodology to the innovation of e-learning so that decision makers and other stakeholders can assess aspects of its effectiveness, to provide a more secure base for action. In this study, e-learning’s effectiveness was evaluated at two universities in Saudi Arabia, through male learners’ perceptions. Some account was taken of variables to assess statistically significant differences in their views. The data was collected by mixed methods: using a questionnaire from a sample of 300 learners and a focus group interview attended, later, by 21 learners. The findings showed that e-learners believe that they are able to learn autonomously using all features made available by the technology. They reported that they were motivated by the interactivity of e-learning and pursued their courses with intensity and success. There was positive agreement in all four dimensions considered by the research. Significant variables within this positive rating were previous e-learning experience and ICT skills. The study also collected learners' views about the positives and negatives of e-learning, its requirements and barriers, as well as learners' suggestions for the development of e-learning. Learners appreciated the opportunities offered by e-learning and the way it supported their studies, facilitating communication and accommodating their learning needs and circumstances. They recognised that it helped to meet an increased demand for learning. On the other hand, they noted some hazards to physical and social health and some confusion arising from the diversity of information accessible through ICT. They felt improvements could be made by planning, training and by specialized personnel. Most of the barriers they noted arose from infrastructural weaknesses and lack of acceptance of e-learning. Respondents said they were aware of financial constraints and of language barriers. Universities, working closely with communities and the private sector, could address many of these identified issues in products and infrastructure. This study concludes with some recommendations as well as suggestions for future research.
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Alqahtani, Faiz Awad. "Evaluating the performance appraisal system in public universities in Saudi Arabia and its impact on human resource decisions." Thesis, Durham University, 2010. http://etheses.dur.ac.uk/361/.
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In the changing and dynamic world, whilst companies endeavour to achieve their short and long term objectives in an efficient and effective manner, evaluating their human resources (HR) is regarded as an essential and fundamental process for achieving organisational objectives. However, the performance appraisal (PA) process is not only important for being the main provider of data in order to make HR related administrative decisions, but it also helps to provide information for identifying and influencing the development and satisfaction of the employees in carrying out their duties. This, in turn, contributes towards the achievement of the organisational objectives. The universities are knowledge-based organisations dependent entirely on the commitment and innovation of their teaching staff, and, therefore, they are different in terms of the organisational activity from other institutions. However, the management of universities, as educational institutions, is not that much different from other organisations. Therefore, all the management issues faced in other organisations are also relevant to universities, including HR management strategies drawn from PA systems (PASs). Hence, this study aims to evaluate the current PAS in Saudi Arabian public universities according to the perceptions of the teaching members who are subject to the PA process. It also aims to develop a new PAS based on the results developed from the research. In responding to the aim of the study, a questionnaire schedule was developed and conducted in four major public universities in Saudi Arabia. The researcher sent out 351 questionnaires, of which 197 were returned, giving a return rate of 56%. The results of the empirical analysis demonstrate that the participants are not happy with the existing PAS. In addition, it reveals: communication, transparency and organisational problems related to both the ratees who are subject to the PAS and the raters who carry out the process; poorly designed forms are used in the process; and problems related to the procedures that regulate which may undermine the appraisal process. Thus, dissatisfaction with the existing PASs is established through various empirical analyses. According to the findings of the study and the in-depth of the discussion of the analysed data, the study proposes an integrated and dynamic model for conducting the PA process. This proposed model is constructed with six stages: (1) Planning for Performance Appraisal; (2) Performance Execution; (3) Assessment (Informal Appraisal); (4) Performance Assessment (Formal Appraisal); (5) Interview; and (6) Action. In each stage several issues have been emphasised to improve overall efficiency of the PAS. The study also provides certain assumptions and recommendations for the successful development and implementation of the proposed model, which top level management in each university has to take into consideration to ensure the efficiency and effectiveness of human resources.
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Mirah, Doaa Hassan. "Understanding the relationship between HR practices and organizational commitment and job satisfaction of the members of Saudi Arabian universities." Thesis, Manchester Metropolitan University, 2017. http://e-space.mmu.ac.uk/622065/.
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The overall aim of this thesis is to examine HR practices within university settings in Saudi Arabia and the extent to which these HR practices as perceived by staff are associated with employees (academics) level of job satisfaction and their commitment to their universities. In addition, consideration was given to the potential influences of demographic variables and country or cultural context. The author contends that Saudi Arabia like other middle eastern countries possess distinctive characteristics in terms of culture, tradition and other factors relative to western countries and notably models of human resource practice tend to be dominated by Western HR systems. Furthermore, there appears to be a dearth of relevant literature in the Saudi country context or its GCC neighbours in relation to this study's aim and objectives. This study relies on the use of the mixed methods approach, i.e. quantitative (questionnaire) and qualitative (semi-structured interviews), with sample sizes of 534 academics and 22 (both academics, HR personnel/management participants), respectively. Furthermore, cultural aspects such as Saudisation and demographics were also addressed in the interview phase. Quantitative analyses utilised Multiple Linear Regression Analyses and Thematic Analysis for qualitative. Overall, the quantitative research showed that there is a poor perception of HR practices in Saudi universities but good levels of faculty's job satisfaction and organisational commitment to their universities. Regression analyses showed generally there is no association between perceived HR practices and job satisfaction and organisational commitment while the association was found between organisational commitment and job satisfaction. The surprising lack of association of Perceived HR practices with organisational commitment and job satisfaction, contrary to the academic literature, led the researcher to develop a second stage to investigate the potential influence of other factors such as contextual or cultural influences. Generally, qualitative data of both groups revealed there is generally a lack of knowledge and awareness of HR practices. Specifically, there is poor HR planning, ineffective attraction, retention strategies. However, they demonstrated mixed views in terms of HR development, which focused primarily on training courses. Both groups' perspectives indicated there are high levels of organisational commitment and job satisfaction within the universities. With respect to culture, it was emphasised by all participants that "Wasta" or "personal connections" are prevalent. However, it is a problematic issue that should have no place in any university and advocated employees be selected on skills alone. Furthermore, while the concept of Saudisation was welcomed, many believed that it should not be at the expense of high quality staff and advocated the need for diverse faculty in academia. In fact, the findings point to various challenges facing HR practices and how they are perceived in Saudi universities, and hence these should be addressed with the aim of improving job satisfaction and organisational commitment amongst faculty staff members. A key empirical contribution of this thesis is the expansion of academic research in the field of strategic HR management (SHRM) in Saudi Arabia and the Middle East in general and in higher education in specific. Furthermore, this study provides an original research and a new insight into how HR practices are perceived. The findings may provide guidance on practical implications for universities as well as decision- and policymakers, but it also contributes to developing the theoretical and applied approach in relation to perceived HR practices. Moreover, the theoretical contribution is reflected through the identification of perceptions around HR practices within the context of organisational commitment and job satisfaction. It is important to understand that cultural aspects were considered, while the overall research approach should be more comprehensive in the future.
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Aldaweesh, Majed. "The effective implementation of total quality management and transformational leadership in higher education improvement : a case of Saudi universities." Thesis, Brunel University, 2018. http://bura.brunel.ac.uk/handle/2438/17017.
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There is limited empirical research on Total Quality Management (TQM) and Transformational Leadership (TL), and in particular the Higher Education (HE). The management literature of both Total Quality Management (TQM) and Transformational leadership is paying a great attention to higher education. However, there are gaps in the literature understanding what of the drivers that TQM and leadership can offer. This research explores the effective implementation of TQM and transformational leadership to improve the quality and ranking of Saudi Arabian universities. Many universities and colleges around the world have adopted TQM as a tool to enhance the quality of higher education. Due to the increase of competition in higher education industry (HE) e.g., the expansion of new universities and research centres in Saudi Arabia (SA) , Qatar, and Bahrain, many Middle Eastern universities are trying their best to improve their efficiency and effectiveness in H.E.by adopting TQM principles. Recntly leadership emerges as a significant and powerful theme along the quality management literature, as both TQM and leadership aim at improvements. A variety of leadership characteristics is highlighted in the higher education literature, including responsiveness, integrity, courage and passion, the capacity to champion change and adopt a collaborative approach to gain the necessary support for quality management initiatives This research study aims to explor in depth the impacts of the implementations of TQM and TL to the improvement of higher education. This study adopted a qualitative method, multiple case study approach in the interpretive paradigm. Data were collected from two major universities in Saudi Arabia with regards to the ranking and age establishment, primarily through semi-structured interviews, which was supplemented by observations and document analysis. Building themes and methods were employed to analyse the collected data. The sample consist of 22 interviewees from top management and middle management, mixed males and females working at the two universities in Saudi Arabia. A novel framework is developed to mitigate and to address the adoption of both TQM and leadership. The orginiality of this study is an attempt to extend the body of knowledge at both TQM and Leadership in H.E., also highlights the growing interest of implementing TQM in higher education, especially in Middle Eastern countries these dayes. It's belevied that, The research provides vital strategy for decision makers to successfully adopt the TQM along side with transormational leadership, thus better stnadard will be adhgerted in the quality of the HE at in Saudi Arabia.
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Altayar, Mohammed. "An investigation into the adoption, implementation and utilisation of campus portals : a comparative case study of Saudi and U.K. universities." Thesis, De Montfort University, 2011. http://hdl.handle.net/2086/5621.
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Enterprise Information Portals (EIPs) have become crucial components in contemporary organisations, including universities. Campus portals (CPs) have found their way into the academic environment and universities are increasingly implementing these technologies. While there are many studies concerning EIPs in organisations, there are few studies that touch this issue in the academic environment. This study investigates factors affecting the adoption, implementation and utilisation of CPs from the implementers’ and users’ perspectives. It adopts a comparative approach based on multiple case studies in some Saudi and UK universities. Data was collected through semi-structured interviews and documentation, which was analysed using hermeneutics and other qualitative data analysis techniques. Findings show that adoption and implementation of CPs are affected by factors including: technological, organisational, environmental, financial, innovation and user-related factors. Results from the users perspective reveal that although CPs are perceived to be useful in terms of accessing information and services, there are many concerns related to system, content and service quality. Moreover, the study has identified two main gaps between users and the implementers: a communication gap and an expectations gap. Consequently, users complained about a lack of user involvement and poor communication. Findings are interpreted using elements from institutional theory. Development of CPs is affected by many institutional factors such as coercive, mimetic, normative and competitive pressures. Furthermore, the introduction of CPs could lead to a clash of institutional logics among various stakeholders. Institutional arguments are likely to arise between portal teams and other campus constituents such as service providers and users. This study has three major contributions. First, it used institutional theory to investigate CPs adoption and implementation. As a result, it extends the line of research on the use of this theory to study IS in organisations. Second, it responds to calls from other IS researchers to study portals by conducting in-depth field investigation using qualitative research. Third, it addresses issues related to the development of bilingual portals in universities.
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Alnassar, Nouf Saad. "Investigating the impact of cultural, gender and professional design considerations on employee productivity : case study of female academics in Saudi female universities." Thesis, Brunel University, 2016. http://bura.brunel.ac.uk/handle/2438/14520.
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Past research has confirmed that workplace design affects employee productivity. It is known to affect the employees both psychologically and professionally. Past researchers have looked at it from ergonomic, architectural and other perspectives. However, this research is limited to certain professions such as nursing and construction. However, the research indicates that sing workplace design it is possible to improve productivity of employees in other professions as well. This research aims to focus on how workplace designs can improve productivity of teachers. Teaching is an intellectual/ non manual work and hence design considerations for teachers should be more psychological in nature. Little research has been conducted on improving workplaces designs for non manual workers. Also past research has not paid sufficient attention to gender aspects of workplace design. This research looks at how designers’ consideration of culture, gender and profession of the occupants at the time of designing will affect employees’ perception of the psychological, social and functional quality of their workplace and consequently their productivity. This research primarily fills three gaps in existing literature: Firstly, it focuses on gender of occupants and how considering this during workplace design can affect the productivity of employees. Secondly, it looks at impact of workplace design on teachers, who carry out intellectual non manual work. Thirdly, this study is conducted in context of Saudi Arabia with an aim to reduce the scarcity of similar research in context of Saudi Arabia. Data or this research was collected in two stages. Firstly, female academics provided self-observation data in form of comments using a mobile app which was developed specifically for the purpose of this research. This data was quantified using thematic analysis approach and quantified data was analysed using regression analysis. The second aspect of this research included collecting quantitative data using semi-structured interviews with designers who have worked on designing all-female universities in Saudi Arabia. This research finds that by taking cultural, gender and professional factors into consideration it is possible to improve the social, psychological and functional experience of occupants of the workplace and this is likely to improve their ability to achieve organisational and personal objectives. This research, thus concludes that cultural, gender and professional consideration affect the employees; ability to contribute to employees’ and organisational outcomes.
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Abualhamael, Zeyad Waleed H. "The power of productive organisational energy in relation to leadership style and job satisfaction : the context of Saudi Arabian universities." Thesis, Manchester Metropolitan University, 2017. http://e-space.mmu.ac.uk/619873/.
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Leadership as a research concept has been for many years – and still remains – an area of significance. The topic of leadership has been researched and debated a great deal; however, the leadership style adopted by higher education institutions within a particular context and culture has been considered very little. The primary aim of the Doctorate research study carried out herein is to examine and evaluate the relationship between leadership styles, i.e. transformational and transactional, productive organisational energy and academic and administrative staffs’ job satisfaction in public and private universities of Saudi Arabia. In fact, during the latest few decades, the leadership body of literature has expanded beyond the focus on traits and behaviours and also provided the theoretical basis for understanding the nature of each variable, which is highlighted in the research study. The present study was based completely on the quantitative research method approach. Data for the research were collected from the academics and administrative staff of two higher educational institutions in Saudi Arabia through the use of a survey questionnaire which was sent to more than 1,400 potential respondents. A theoretical framework was also assessed in an empirical study in Saudi Arabia, to examine the impact of leadership style on job satisfaction and the mediating role played by productive organisational energy – as observed in the relationship between leadership style and job satisfaction. The study is significant for practical purposes, as it can benefit organisations in identifying their need for a specific leadership style, in order to boost their employees’ productive energy and satisfaction. The relationship between leadership style, productive organisational energy and job satisfaction was tested theoretically and empirically. The research determined that in the public King Abdulaziz University, transformational leadership predicted neither job satisfaction nor productive organisational energy to a significant level, though transactional leadership did so. Conversely, for the private Dar Alhekma University, transformational leadership did predict job satisfaction and productive organisational energy to a significant level, but transactional leadership did not manage to do so. Finally, a review of some of the limitations of the research study and several areas of future research are provided on the basis of the empirical and theoretical findings.
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Qassim, Amal. "Negative emotions in change : an exploratory study of academics' negative emotional experiences during universities' change in Saudi Arabia and the UK." Thesis, Brunel University, 2018. http://bura.brunel.ac.uk/handle/2438/17153.
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The key aim of this thesis was to investigate the emotional impact of change within higher educational institutions in Saudi Arabia and the UK. The study adopted a qualitative approach to investigate how the academic setting influences emotions, specific trigger events and the emotion management strategies of academics. The social constructionist approach provided a theoretical platform for investigating how emotions are influenced by sociocultural situations, and for understanding how each culture has its own distinctive trends relating to emotions, resulting from social practices. Using semi-structured interviews and photo-elicitation techniques, narrative interviews were carried out with a sample of 40 London and Saudi academics. Thematic analysis was used to analyse and interpret the collected data. The stories of academics revealed that negative emotions were a common response to changes within higher education; however, the main trigger events of negative emotions related to managements' treatment of academic staff during change time. There was lack of transparency in transferring information on the change process to academics in both universities, which lead to various negative emotions such as confusion, anger, fear, indignation frustration and sadness. The study provided evidence of variation in the strategies used by both groups of academics to manage their negative emotions, ranging from personal to situational strategies, although both groups used personal rather than situational strategies most frequently. There were, however, clear differences between the academics, particularly in relation to the expression of specific emotions, which could be attributed to differences between individualistic and collectivist cultures. The study confirmed that change within university is indeed an emotional event, and the impact on academics within higher education needs to be considered by those implementing change. It is also important to note that the different negative emotions expressed by academics and their management strategies can be influenced by social and cultural norms, with organisational structure and religion playing significant roles here.
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Alhebishi, M. H. M. "The impact of Enterprise Resource Planning (ERP) systems on the performance of academics within the context of universities in Saudi Arabia." Thesis, Liverpool John Moores University, 2018. http://researchonline.ljmu.ac.uk/8893/.
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This study investigated the impact of Enterprise Resource Planning (ERP) on the performance of academics in Saudi Arabian universities. It identified the factors that significantly impact the academics' performance while using ERP systems in the context of Saudi universities within the Higher Education sector, which will enhance and increase the universities’ overall performance. It developed and validated a model that portrays the critical factors, which significantly impact academics’ performance while using the ERP systems in the Saudi universities context. The literature reveals that there is a limited consensus of views on ERP research and that many studies fall short of providing empirical evidence about the practical implications, failure rates and users’ evaluation of the systems. ERP research tends to be polarised between the critics who see its benefits as rather limited and others who believe ERP is a multi-dimensional and complex system, which can successfully be implemented and evaluated. The combination of quantitative and qualitative approaches provides an in-depth investigation of the factors that significantly impact academics’ performance while using ERP systems within the context of Saudi universities. Data were collected using a questionnaire involving 457 academic users. This was supported by qualitative data using semi-structured interviews with six participants and public documentation. The findings of the quantitative phase revealed that there were nine significant factors related to both dimensions, system quality and service quality, which impact the academics’ performance while using ERP systems. The factors were timeliness, ease of use, currency, training, compatibility, tangible, empathy, assurance and responsiveness. However, other factors such as flexibility, authorisation and reliability were not significant in the current context. These findings were consistent with those of the qualitative phase, which gave more insights into the findings of the study. This study has provided a platform for further in-depth research into the users' evaluation of ERP systems in the context of Saudi universities, by expanding the literature, which will benefit future research. In addition, the theoretical contribution for this study is providing an examination of the viability of the model of research proposed, using the example of Saudi universities, for explanation of the factors that have a direct and significant influence on academics’ performance when using ERP systems. Moreover, another important contribution to existing theory from this study is research model validation through the collection of empirical data from academic members of staff within a developing Middle Eastern country, Saudi Arabia. The practical contribution for the current study is that the proposed model can be applied by the decision-makers and academics in universities to coordinate their efforts to effectively support the ERP systems in order to increase the universities’ overall performance.
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Al-Shammari, Mishal Okla. "Investigating academic staff members' perspectives of the effectiveness of the use of e-learning skills in teaching in Saudi Arabia universities." Thesis, Durham University, 2016. http://etheses.dur.ac.uk/11479/.
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Higher education institutions in many countries around the world are facing serious challenges from expansion, leading to a number of developments in the process of integrating information and communication technologies into university practices. E- learning is a revolutionary development that is fast becoming one of the most popular learning environments in the field of education in most universities globally, including in Saudi Arabia. In recent years, the Kingdom of Saudi Arabia (KSA) has witnessed an unprecedented growth in higher education as a result of the increasing pace of advances in technology and especially developments in the use of E-learning at University level. This research investigated male academic staff members’ perspectives of the effectiveness of the use of e-learning skills in teaching at four Saudi universities. It also provides insight into faculty members' attitudes towards the use of E-learning in the teaching and learning process, and their visions of possible and preferred usage of ICT in education in the future. In order to answer these questions, the study used a mixed method design combining a quantitative research approach with academic staff members (questionnaires), and a qualitative approach research with administrative staff and policy makers (interviews). The analysis of 375 questionnaires by academic staff members was complemented with semi-structured interviews of administrative staffs and policy makers at university level, in order to validate the questionnaire results and to gain a deeper insight in supporting the interpretation of the data so as to understand the research problem. Validity and reliability of the questionnaire were checked and statistical treatments such as percentages, means, frequencies, standard deviation and analysis of variance (ANOVA) were conducted. The results indicated that academic staff members have positive attitudes towards the using of E-learning in their teaching and the educational process, with positive agreement in all three dimensions covered by the research. Significant variables within this positive rating included academic qualification and years of academy experience. This means that length of experience is important. Overall, the study shows the enthusiasm of academic staff members in terms of their motivation for the use of E-learning in their teaching, through their responses to the questionnaire. In addition, the study identifies several obstacles indicated by faculty members, which can be regarded as being at university level such as the absence of an institutional policy for e-learning. A number of other obstacles were identified, including such as a lack of integration of technical support, lack of support in instructional design for E-learning and lack of adequate training in the use of E-learning techniques. The study concludes with some recommendations, to find suitable and more effective solutions as well as suggestions for future research.