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Littérature scientifique sur le sujet « Saudi education »

Auteur : Grafiati

Publié le 4 juin 2021

Mis à jour le 7 février 2022

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Articles de revues sur le sujet "Saudi education"

Tayan, Bilal M. « The Saudi Tatweer Education Reforms : Implications of Neoliberal Thought to Saudi Education Policy ». International Education Studies 10, n^o 5 (29 avril 2017) : 61. http://dx.doi.org/10.5539/ies.v10n5p61.

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The King Abdullah Public Education Development Project or the ‘Tatweer’ education reforms were created to improve the quality of teaching and learning in Saudi Arabia. It was a response to develop generations of Saudis who would contribute to the economic well-being of the nation. The Saudi Tatweer education reforms have been important in highlighting questions about power, globalisation and divergence. Therefore, set against a background of neoliberal discourse, I will assess the influences and impact of the drivers within Tatweer – a seemingly market-driven set of education reforms. With reference to Foucauldian thought on power and governance, I will also raise some questions on whether the Tatweer reforms were rigorous and effective enough in improving the level of education within the Saudi context. Finally, I will consider the importance of Ball’s (2003) perspective on performativity, and how market forces and international influence have impacted on Saudi education policy reform.

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Abdelmoneim, I., M. Y. Khan, A. Daffalla, S. Al Ghamdi et M. Al Gamal. « Knowledge and attitudes towards AIDS among Saudi and non-Saudi bus drivers ». Eastern Mediterranean Health Journal 08, n^o 06 (15 décembre 2002) : 716–24. http://dx.doi.org/10.26719/2002.8.6.716.

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We explored the AIDS knowledge and attitudes of long-distance [non-Saudi] and in-city [Saudi] bus drivers in Saudi Arabia. The 69 non-Saudi drivers tended to score higher on knowledge than the 40 Saudi drivers although there were several gaps in their knowledge. As regards attitude, more Saudis knew that chastity could protect against AIDS and both groups tended to think that they were not the kind of people to get AIDS. Intensive health education and follow up is highly recommended for this sector of workers.

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Ahmed, Manail Anis. « The Effects of Saudization on the Universities : Localization in Saudi Arabia ». International Higher Education, n^o 86 (25 mai 2016) : 25–27. http://dx.doi.org/10.6017/ihe.2016.86.9373.

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19.5 million Saudis out of a total population of approximately 30 million are under the age of 35. Saudi Arabia is intent on localizing its workforce and providing gainful employment to these young citizens. As with all sectors, replacing foreign workers with Saudi nationals has affected the higher education industry also. This piece briefly examines the immediate implications of employment nationalization on the performance of universities, the production of research output, and most importantly the education of students in Saudi institutions. It suggests some modifications in the implementation of Saudization in the higher education landscape of the country.

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Saha, Neete. « Higher Education in Saudi Arabia ». Journal of International Students 5, n^o 3 (1 juillet 2015) : 317–18. http://dx.doi.org/10.32674/jis.v5i3.427.

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Institutions in the United States have been popular among Saudi students seeking post-secondary degrees. In fact, Saudi Arabia is one of the highest represented home countries of international students in the US. 44,566 Saudi students enrolled in US colleges and universities for the 2012-2013 academic year, and enrollment numbers for Saudi students have been increasing tremendously over the years (IIE, 2013). Higher education in Saudi Arabia: Achievements, challenges and opportunities (2013), edited by Larry Smith and Abdulrahman Abouammoh, provides insight into this growth. This book suggests that Saudi Arabia wants to improve its higher education system, the goal being to “…achieve ‘world-class’ standards” (p. 5). To accomplish this, Saudi Arabia has invested 160 billion USD into its budget for education.

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Alsuwaida, Nouf. « Women’s Education In Saudi Arabia ». Journal of International Education Research (JIER) 12, n^o 4 (3 octobre 2016) : 111–18. http://dx.doi.org/10.19030/jier.v12i4.9796.

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This paper discusses the historical, political, ideological (value), and government policies of women’s education in Saudi Arabia implicated within teaching and learning, how women’s higher education has changed over time in the realm of Saudi cultural traditions and religious norms. It also highlights the golden era of women's higher education. This paper presets a feminist theoretical framework.

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Phillips, Alice. « Nursing Education in Saudi Arabia ». Annals of Saudi Medicine 9, n^o 2 (mars 1989) : 195–97. http://dx.doi.org/10.5144/0256-4947.1989.195.

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Nader, Anita. « Special Education in Saudi Arabia ». British Journal of Special Education 7, n^o 4 (31 mai 2007) : 30. http://dx.doi.org/10.1111/j.1467-8578.1980.tb00501.x.

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Roy, Delwin A. « Saudi Arabian education : development policy ». Middle Eastern Studies 28, n^o 3 (juillet 1992) : 477–508. http://dx.doi.org/10.1080/00263209208700911.

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Alghamdi, Amani Khalaf, et Ali Tared Al Dossary. « Saudi education postgraduates’ (Trainee teachers’) perspectives on distance education ». World Journal on Educational Technology : Current Issues 13, n^o 2 (30 avril 2021) : 307–21. http://dx.doi.org/10.18844/wjet.v13i2.5715.

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The purpose of this exploratory study undertaken in Saudi Arabia is to understand how in-service and new teachers perceive distance education. The study involved nineteen male and female postgraduates who were pursuing an education master’s degree during the COVID-19 pandemic. This is a qualitative research asking participants to provide a 300-word response to the open-ended question: “How will you implement what you have learnt in your studies so that distance education can be effectively provided and convince others of the merit of this approach?” The task was presented in Arabic and the complete assignments were returned electronically. The 11,181-word corpus underwent content and thematic analyses yielding eight themes. Participants addressed issues pertinent to teaching and learning, equity in technological access and digital literacy. To make DE in Saudi Arabia successful, thorough preparation of involved parties, including educators and learners, and their digital teaching and learning skills should be mastered. Keywords: Distance education, e-learning, education postgraduates, Saudi Arabia, “Vision 2030”

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Al Alhareth, Yahya, Ibtisam Al Dighrir et Yasra Al Alhareth. « Review of Women's Higher Education in Saudi Arabia ». American Journal of Educational Research 3, n^o 1 (2 janvier 2015) : 10–15. http://dx.doi.org/10.12691/education-3-1-3.

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Thèses sur le sujet "Saudi education"

Alsaif, A. S. « Islamic Education in Saudi Secondary Schools ». Thesis, University of Manchester, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.498390.

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Alajlan, Hayat Abdulrahman. « Mobile learning in Saudi higher education ». Thesis, University of Brighton, 2017. https://research.brighton.ac.uk/en/studentTheses/243abf65-8e6c-4994-ab76-61c0cad6c738.

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This study investigated female students’ practices and experiences of using mobile technology for learning in Saudi higher education during the period of 2014-2017, and built a theoretical framework for mobile learning in this context. The rapid expansion of higher education in Saudi Arabia, coupled with the rapid increase in student numbers, is raising the need to find more effective ways to teach, reach and communicate with such a large student body. Mobile technology has been widely used in the context of Saudi higher education by both students and university teachers, but little is known about female students’ experiences of using mobile technology to support their learning. A better understanding of the context of mobile use in higher education in Saudi Arabia might help in exploiting the affordances of mobile technology for learning purposes and uses. As a contribution to innovations in Saudi higher education, this study explored mobile learning experiences of Saudi female students at one of the universities in Saudi Arabia, King Saud University. The study implemented a case study methodology and used a qualitative-led mixed methods design. A large-scale online survey of 7,865 female students provided information about the ownership and practices of mobile technology among higher education students; the extent of Internet access via mobile technology, as well as times, locations, and purposes of the use. The study also investigated the opportunities provided by mobile technology that enhance and foster learning experiences for higher education students through an in-depth investigation of 52 participants through personal diaries, group interviews and in-depth, semistructured interviews. The contribution to knowledge lays in the development of a theoretical framework for mobile learning to describe contemporary practices and experiences in Saudi higher education. Themes of mobile learners’ ubiquitous use, mobile learners’ movement, and mobile learners’ strategies for achieving learning goals emerged through the analysis. One major conclusion of the research is that, as a country with a gender segregated education system and very strong cultural demands on women, mobile learning enables Saudi females to negotiate their way through the different constraints, restrictions and boundaries that prevent or hinder them in their learning process, while maintaining their own cultural values, principles and traditions. The research concluded that the mobile learning framework, in the context of Saudi females in higher education, is about active learners showing their agency through appropriating tools and resources, crossing boundaries of contexts, and personalizing their learning with and through the use of their mobile technology as a cultural resource and boundary-crossing tool to accomplish learning tasks, purposes and goals.

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Alsenaidi, Sami Fahad. « Electronic brainstorming in Saudi primary education ». Thesis, University of Exeter, 2012. http://hdl.handle.net/10036/3910.

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This study explores the use of electronic brainstorming in classrooms in primary schools in Saudi Arabia. It involves teachers and students in primary school who used computers in their Islamic Education lessons. The main aim of my study is to explore the students’ interest in Islamic Education in primary schools in Saudi Arabia, to improve their creativity skills through electronic brainstorming and to investigate the influence of the pedagogical affordances of the electronic brainstorming method on classroom activity. To this end, I compared three groups, electronic brainstorming (EBS), verbal brainstorming (VBS) and the traditional method (T), in different classrooms and with different teachers. Mixed qualitative and quantitative methods of data collection and analysis were employed. The data collection methods used in this study were classroom and online forum observations, teacher and the student interviews, and pre- and post-tests (using the Torrance test, TTCT, to measure students’ creativity skills). The sample consisted of 61 primary school students aged between 11 and 12 years old and three Islamic Education teachers. The study took place in a classroom within the students' primary school in Saudi Arabia, and lasted around three months. The interview and observation findings indicated the greater student participation, motivation and creativity in the EBS method. The observation and interview findings revealed positive differences between electronic brainstorming (EBS) on side and verbal brainstorming (VBS) and traditional methods (T) on the other side in Islamic Education lessons in primary schools in Saudi Arabia. Furthermore, the analysis of the research findings demonstrated how pedagogical affordance of EBS lead to a significant improvement of creativity skills, dialogue and engagement in learning environment where EBS had been employed. Finally, this study concluded that EBS method has considerable potential to improve the Islamic Education curricula in primary schools in Saudi Arabia.

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Alsedrani, Ghadah. « Reforming Saudi Early Childhood Education| Saudi Educators' Perspectives on the Reggio Emilia Approach ». Thesis, University of Rochester, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10815771.

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The purpose of this dissertation study is to describe, explain, and analyze teachers’, supervisors’, and educational administrators’ perspectives, or self-reported opinions, regarding their current practices and policies of Early Childhood Education (ECE) in Saudi Arabia (SA), and the challenges and the benefits of adopting the Reggio Emilia approach (REA) into early childhood institutions in SA. ECE faces many challenges in SA, such as: the traditional role of the teachers, a standard curriculum that is planned in advance, lack of collaboration with families, centralized education management, and the image of the child as passive learner (Metwaly, 2007). With these in mind, I argued that implementing the REA in Saudi kindergartens in a way that suits the social, culture, and religious context may help overcome some of the challenges that are confronting ECE in SA today.

Three theoretical frameworks guided this study: social constructivist theory, the community of collaboration perspective, and the theoretical foundation of ECE in SA. The social constructivist theory and community of collaboration perspective offered a comprehensive understanding of the RE philosophy and its core principles by explaining how children learn and the critical importance of community collaboration. In addition, examining the theoretical foundations of ECE in SA guided my understanding of current Saudi ECE practices and policies.

This study used in-depth interviews to explore and analyze ECE teachers’, supervisors’, and educational provincial administrators’ perspectives in Riyadh about the potential benefits and challenges of implementing the REA into the Saudi ECE context. Audiotapes and transcriptions from individual interviews with participants were used as data sources, along with documents and analytic memos. Data were analyzed using the constant comparative analysis approach; this can provide opportunities to explore the participants’ opinions about the likelihood of implementing the REA, what it would take to adopt it if possible, and how it could be modified to fit the social, cultural, and religious context in SA.

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Altayeb, Tayeb. « Communitarian conflicts in Saudi Arabian civic education ». Thesis, McGill University, 2009. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=67013.

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The purpose of the work at hand is to address philosophically and critically the issue of how Saudi citizenship education is currently incoherent because it seeks to foster civic loyalty to two distinct and competing doctrines while not recognizing or addressing the tension itself. The conflict in question is between loyalty to the Saudi nation, on the one hand, and the broader Islamic community (or Ummah), on the other. The question which this study attempts to answer is how Saudi Arabia's handling of teaching civic solidarity within national school curriculums poses an identity crisis. I address such complex question primarily through including various literatures in the field of Western political theory, particularly communitarian nationalism. In addition, I examine the 'nationalism' subject taught within Saudi educational settings so as to solidify my claim that there reside two competing forms of civic loyalty in Saudi educational settings. The hope is to shed light on the apparent identity crisis of Saudi citizens and conclude that remedying such incoherent form of belonging is partly possible through acknowledging and addressing the process of civic inculcation taught within educational settings.
Le but de l'œuvre à accomplir est de répondre philosophiquement et de manière critique la question de la manière dont l'éducation à la citoyenneté est actuellement en Arabie incohérente, car elle cherche à favoriser la loyauté civique à deux doctrines distinctes et concurrentes, tout en reconnaissant ne pas ou traitant de la tension elle-même. Le conflit en question est entre la loyauté à la nation saoudienne, d'une part, et la communauté islamique plus large (ou Oumma), de l'autre. La question à laquelle cette étude tente de répondre est de savoir comment la manipulation de l'Arabie saoudite de l'enseignement de la solidarité civique dans les programmes scolaires nationaux constitue une crise d'identité. Je m'adresse question complexe, principalement par diverses littératures, y compris dans le domaine de la théorie politique occidentale, le nationalisme en particulier communautaire. En outre, j'e xamine l'objet le «nationalisme» enseignée dans les paramètres de l'Arabie éducation, afin de solidifier ma demande qu'il y résider deux formes concurrentes de loyauté civique dans les paramètres de l'Arabie éducatif. L'espoir est de faire la lumière sur la crise d'identité apparente des citoyens saoudiens et de conclure que la réparation sous forme d'appartenance telle incohérence est en partie possible grâce à aborder le processus d'inculcation civique enseignés dans les établissements d'enseignement.

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Bakry, Dana. « Improve the Education System in Saudi Arabia ». Digital Commons at Loyola Marymount University and Loyola Law School, 2017. https://digitalcommons.lmu.edu/etd/365.

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Ababatain, Seham. « Computer education in Saudi Arabian secondary schools ». Thesis, University of Manchester, 2001. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.516599.

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Alsubhi, Alaa. « Saudi Science Teachers’ Perceptions of the Effectiveness of the Saudi Arabian Ministry of Education’s Professional Development Program ». University of Toledo / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1595162069501287.

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Alkhatnai, Mubarak Hadi Marie. « Strategic use of ICT in the Saudi system of higher education : King Saud University ». Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/8869.

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This study investigates ICT in Saudi HE as represented by the researcher’s own institution: King Saud University (KSU). Using a naturalistic approach in pursuing the inquiry and making use of mixed methods, the research questions were investigated using surveys and in-depth interviews. A convenient sample of the University’s stakeholders; namely the senior managers, the academic staff and the students were investigated and asked to explain the process of ICT adoption and deployment on the management level; their use and adoption of ICT in their personal and professional activities and elaborate on the ICT adoption process at KSU and compare it to that of other universities. They also related these experiences to the University’s plans and efforts in this regard. The findings indicated a boom in ICT adoption over the course of the recent years. However, this process did not follow a clear strategic plan. Rather, it was based on an administrative decision by the recently appointed KSU management. The rector’s positive attitude and belief in ICT played a role in this process. The study showed that KSU administration values ICT and views it as a means for the University to achieve its aims. The results also showed the increasing use of ICT among the three groups in the study both on personal and professional levels. While these professional purposes may differ between the three groups in this research, results indicate that there is an increasing implementation of ICT in the daily work of all the groups, both in and out of KSU. These uses are also supported by the positive attitudes all the stakeholders hold towards ICT, as the study indicated. The study also revealed the aspiration of both KSU and Higher Education System in the country in general, and the role that ICT is perceived to play in helping them to achieve these aspirations. Results indicated that the current state of ICT in Saudi HE is increasing when compared to that of other universities and countries, especially in terms of hardware implementation. Although it was not possible to achieve specific comparisons between Saudi universities due to lack of data and access, many different comparison points were pointed and elaborated on both nationally and internationally. Finally, the study revealed many ICT enablers in the Saudi HE system, such as the generous financial support provided by the government, the positive attitudes, and the changing role of the university, as well as the technical, administrative and sociocultural barriers facing more ICT integration in Saudi HE, and how KSU dealt with these opportunities and threats. Based on the results, implications for future research were elicited and recommendations for better practice were provided. The urgent need for a clear ICT strategic plan for KSU as well as the other Saudi universities seems inevitable. A need for clear benchmarks within this plan is an important indicator of the need for the institution to evaluate the process. Of importance concern is the fact that these plans need to include all the stakeholders in the planning phase so as to properly conduct the assessment, implementation and evaluation successfully.

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Aldoyhi, Mohammed Hussein Adullah. « Children's drawings in Saudi Arabia : a comparative study between the drawings of Saudi children who have lived in the United States and Saudi children who have never resided outside Saudi Arabia / ». The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487856076414369.

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Livres sur le sujet "Saudi education"

al-Wāḥid, Makkī Ghāzī ʻAbd, Go Alfred S et Saudi Arabia. Mulḥaqīyah al-Thaqāfīyah (U.S.)., dir. Education in Saudi Arabia. 2^e éd. Beltsville, Md : Amana Publications, 1995.

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Quamar, Md Muddassir. Education System in Saudi Arabia. Singapore : Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-9173-0.

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Smith, Larry, et Abdulrahman Abouammoh, dir. Higher Education in Saudi Arabia. Dordrecht : Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6321-0.

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Recognition, Australia National Office of Overseas Skills. Saudi Arabia : A comparative study. Canberra : Australian Government Publishing Service, 1992.

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AlMunajjed, Mona. Women in Saudi Arabia today. New York : St. Martin's Press, 1997.

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Sheen, Barbara. Growing up in Saudi Arabia. San Diego, CA : ReferencePoint Press, 2017.

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al-Maʻārif, Saudi Arabia Wizārat. Injāzāt Wizārat al-Maʻārif khilāla al-khiṭṭah al-khamsīyah al-khāmisah (1410-1415 H) (1990-1995 M). al-Riyāḍ : al-Mamlakah al-ʻArabīyah al-Saʻūdīyah, Wizārat al-Maʻārif, 1996.

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Wizārat al-Maʻārif fī ʻahd wazīrihā al-awwal al-Amīr Fahd ibn ʻAbd al-ʻAzīz, 1373 H-1380 H : Dirāsah tārīkhīyah waṣfīyah. Makkah : al-Mamlakah al-ʻArabīyah al-Saʻūdīyah, Wizārat al-Taʻlim al-ʻĀlī, Jāmiʻat Umm al-Qurá, Maʻhad al-Buḥūth al-ʻIlmīyah, 1998.

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Saudi Arabia. Idārat al-Taʻlīm al-Khāṣṣ. Juhūd Wizārat al-Maʻārif fī majāl al-muʻawwaqīn khilāl ʻaqd Hayʻat al-Umam al-Muttaḥidah li-mushārakat al-ʻajazah wa-al-muʻawwaqīn fī al-ḥayāh al-ʻamalīyah, 1982 M-1992 M. [Riyadh?] : al-Mamlakah al-ʻArabīyah al-Saʻūdīyah, al-Wizārah, al-Amānah, 1992.

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Alghafis, Ali N. Universities in Saudi Arabia : Their role in science, technology & development. Lanham : University Press of America, 1992.

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Chapitres de livres sur le sujet "Saudi education"

Fadaak, Talha H., et Ken Roberts. « Education ». Dans Youth in Saudi Arabia, 67–90. Cham : Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-04381-0_4.

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Almunajjed, Mona. « Education ». Dans Women in Saudi Arabia Today, 59–80. London : Palgrave Macmillan UK, 1997. http://dx.doi.org/10.1057/9780230373105_5.

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Quamar, Md Muddassir. « Contemporary Saudi School Education ». Dans Education System in Saudi Arabia, 103–31. Singapore : Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-9173-0_6.

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Ahmed, Manail Anis. « Saudi Arabia : Internationalizing Research in Saudi Arabia : Purchasing Questionable Privilege ». Dans Understanding Higher Education Internationalization, 333–35. Rotterdam : SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-161-2_72.

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Al-Eisa, Einas S., et Larry Smith. « Governance in Saudi Higher Education ». Dans Higher Education Dynamics, 27–35. Dordrecht : Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6321-0_3.

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Quamar, Md Muddassir. « Policy Approaches to Education ». Dans Education System in Saudi Arabia, 37–51. Singapore : Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-9173-0_3.

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Quamar, Md Muddassir. « A Flourishing Higher Education ». Dans Education System in Saudi Arabia, 133–67. Singapore : Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-9173-0_7.

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Marghalani, Shireen Abdul-Rahman A. « Islamic Education in Saudi Arabia ». Dans Springer International Handbooks of Education, 1–14. Cham : Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-53620-0_28-1.

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Alarfaj, Maher Mohammed. « Science Education in Saudi Arabia ». Dans Science Education in the Arab Gulf States, 155–68. Rotterdam : SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-049-9_8.

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Marghalani, Shireen Abdul-Rahman A. « Islamic Education in Saudi Arabia ». Dans International Handbooks of Religion and Education, 611–24. Cham : Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-64683-1_28.

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Actes de conférences sur le sujet "Saudi education"

Ranu, Harcharan Singh, et Aman Sweet Bhullar. « Biomedical Engineering Design Education at King Saud University : A First of Its Kind Approach ». Dans ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-65244.

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Biomedical Engineering in the Millennium is building the future of biology and medicine. New products, from biotechnology and novel devices for diagnosis and treatment, are marketed through interactions between universities, medical centers, small start-up companies, and large, more established firms. The role of biomedical engineering in the 21st century has already been highlighted by Ranu as far as research, education and space age technologies are concerned. Therefore, educating the modern biomedical engineering students in design processes is extremely important. This paper highlights how biomedical engineering design is taught for the first time to King Saud University students in Saudi Arabia. The conclusion drawn from this is that for the first time an innovative design course has been developed to teach the biomedical engineering students at King Saud University to meet the needs of tomorrow’s biomedical engineers.

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Haggag, Y., M. Al-Turaiki et A. Nassef. « Biomedical engineering education in Saudi Arabia Kingdom ». Dans Proceedings of the Annual International Conference of the IEEE Engineering in Medicine and Biology Society. IEEE, 1988. http://dx.doi.org/10.1109/iembs.1988.95224.

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Alhadlaq, H., F. Alshaya, S. Alabdulkareem, K. K. Perkins, W. K. Adams, C. E. Wieman, Mel Sabella, Charles Henderson et Chandralekha Singh. « Measuring Students’ Beliefs about Physics in Saudi Arabia ». Dans 2009 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2009. http://dx.doi.org/10.1063/1.3266756.

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Nasseif, Halah. « EXAMINING NETWORKED LEARNING PEDAGOGY IN SAUDI ARABIAN HIGHER EDUCATION ». Dans 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0815.

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Almaqrn, Riam. « Women’s Leadership in Saudi Arabian Higher Education, Change of Society ». Dans International Academic Conference on Education. Acavent, 2019. http://dx.doi.org/10.33422/iaceducation.2019.11.665.

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Celaya, Leandra Yvonne, Daniel K. Mueller et Samuel Robert Hernandez. « Developing Healthcare Leaders, Fostering Collaboration, and Facilitating Transformation in the Kingdom of Saudi Arabia : Practice-Based Synthesis Projects in a Global Executive Graduate Program ». Dans Fourth International Conference on Higher Education Advances. Valencia : Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8058.

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At the 2015 International Hospital Federation (IHF) World Congress in Chicago, Illinois, USA, the Global Consortium for Healthcare Management Professionalization presented a call to action to professionalize the field of healthcare management. Governments and organizations that seek to realize the benefits of professional healthcare managers may meet this challenge by providing educational opportunities to established executives who are positioned to lead and ultimately mentor future managers. This paper introduces a case example of an executive graduate program in health administration, delivered by a university in the United States in partnership with the Ministry of Health in Saudi Arabia, with the aim of developing Saudi healthcare professionals as healthcare leaders. We share challenges, experiences and insights related to adapting a US curriculum for the Saudi working executives during a time of transformation in the Kingdom. We also provide a detailed description of the Executive Management Study, an applied synthesis activity required for all executive learners in the program. Results of an alumni survey are incorporated to demonstrate graduates’ perceptions of the effectiveness of the learning experience.

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Batal, Zaed M. Bin. « Session 9 : Special Education | Special Education in Saudi Arabia : The Effort of the Ministry of Education ». Dans World Congress on Special Needs Education. Infonomics Society, 2015. http://dx.doi.org/10.20533/wcsne.2015.0041.

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« Cases Encountered : the Development of Public Education in Saudi Arabia ». Dans International Conference on Trends in Social Sciences and Humanities. Emirates Research Publishing, 2015. http://dx.doi.org/10.17758/erpub.er815060.

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Mafraq, Haleemah, et Yasser Kotb. « Maarefh - Proposed MOOCs' Platform for Saudi Arabia's Higher Education Institutions ». Dans the 2019 7th International Conference. New York, New York, USA : ACM Press, 2019. http://dx.doi.org/10.1145/3323771.3323828.

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Alzubaidi, Ahmad N., Abdullah Othman et Salem Toubasi. « PERCEIVED LEADERSHIP CHALLENGES IN SAUDI EDUCATION AND ITS MANAGEMENT TECHNIQUES ». Dans 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2915.

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