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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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Murtada, Yahya Hussain. « Vocational education in the Kingdom of Saudi Arabia ». Thesis, University College London (University of London), 1996. http://discovery.ucl.ac.uk/10018443/.
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The education and training systems in many Muslim countries have remained traditional and resistant to innovation. The Kingdom of Saudi Arabia has attempted to innovate whilst preserving worthwhile traditions through introducing a system of administration which combines the modern and the traditional. The attempt has been only partiy successful. This thesis attempts to throw some light on the main reasons for the technical/industrial education system in the Kingdom of Saudi Arabia remaining weak. Chapter one looks into the historical background of education in the Arabian peninsula from the period before Islam until the emergence of Saudi Arabia. An attempt has been made to trace the main historical events which may have some significant effects on the status of the education and training system. Chapter two presents the contemporary education and training system in the country and highlights the effects of the weak relations and coordination between the various training establishments. Chapter three examines the Government's policies towards technical/industrial education through studying the five Development Plans (1970 to 1995), which explains the effects of separate planning for economy and education. Chapter four analyses the general concept of vocational education in the West as well as the Islamic notions. Some of the most important reasons for devaluation of the vocational education provision in the West and in the Islamic world have been discussed. Chapter five presents a historical sketch of the education and training system in England and extracts some lessons from its experience. Chapter six presents empirical evidence of weakness of technical/industrial education through the field work carried out in the industrial institutes in the Kingdom of Saudi Arabia. The overall summary of the thesis and the conclusions drawn from the present study are presented in chapter seven. The traditional view of education was found to be the most important among the various reasons concluded for the weakness of the education and training system in the Kingdom of Saudi Arabia. It held back the education system in isolation from social and economic developments and deprived its graduates from effective participation in the development process of the country. The thesis recommended a comprehensive and constructive integration of the modern and traditional models in the Kingdom. To achieve this comprehensive and constructive integration, extensive and broad changes of attitudes and ways of thinking are required from the policy makers of the educational system in the Kingdom of Saudi Arabia.
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Binmahfooz, Sarah. « Saudi Special Education Preservice Teachers’ Perspective towards Inclusion ». Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7746.
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In Saudi Arabia, students with disabilities have historically received education in special and segregated schools. As times progressed, regulations and laws changed the manner in which students with disabilities were served. Regulations order that students with disabilities be educated in the least restrictive environment; however, preservice teachers’ perspectives continue to differ in regard to working with students with disabilities in a general education setting. Research has shown that teachers who portray positive attitudes towards inclusion are more likely to work with students with disabilities in an inclusive classroom (Dev & Hayes, 2015). Today, inclusion has occurred in schools around the country; it is the educator’s responsibility to modify instruction in order to teach all students in the inclusive classroom. In order to investigate preservice teachers’ perspective toward inclusion in Saudi Arabia, this study used interviews with seven preservice teachers from the University of Umm Al-Qura. Six major themes emerged from the interview data, which represent Saudi special education preservice teachers’ perspectives toward inclusion, reasons for their perspective and recommendations including (1) negative perspective toward inclusion, (2) reasons related to students with disabilities’ condition and personality, (3) reasons related to the university, (4) reasons related to schools, (5) demand for more hands-on experience, (6) need to spread awareness among in-service teachers, principal, staff and community. Findings of the study and aspects related to the preservice teachers’ perspectives are discussed in detail, as well as implications of the findings and recommendations for future research.
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Al, musaiteer Suliman Saleh. « The Saudi students' experience in intercultural communication ». University of Akron / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=akron1439568586.
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Alshahrani, Mohammad Mobark. « Saudi educators' attitudes towards deaf and hard of hearing inclusive education in Jeddah, Saudi Arabia ». Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/15846.
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This study explores Saudi educators’ (teachers’ and administrators’) perceptions of and attitudes to Deaf and hard of hearing (DHH) inclusion in Jeddah, Saudi Arabia in two phases. Data were collected in sequential quantitative and qualitative phases. A questionnaire was first administered to 120 teachers and administrators in direct contact with DHH students, giving a broad picture of the themes under investigation in phase 1. Attitudes were examined in terms of three components: their beliefs, emotions and behaviour. This phase investigated the influence on educators’ beliefs and attitudes of these factors: type of D/deafness, length of experience, teachers’ qualifications, stage/grade of education, type of school and in-service training. In phase 2, understanding of educators’ attitudes was deepened by conducting semi-structured interviews with a purposeful sample of five teachers and six administrators of diverse experience, covering five themes: the DHH concept, the inclusion concept, the inclusion process and requirements, barriers to DHH inclusion and changes needed to promote it. The first phase revealed positive attitudes towards hard of hearing inclusion but not with regard to Deaf students, a distinction confirmed by the qualitative findings. The Al-Amal Institute for the Deaf was considered the best educational alternative for Deaf students. Relatively negative attitudes towards Deaf inclusion were related to various factors, especially lack of professional training and expertise in cued sign language, inadequate resources in mainstream schools and poor preparation for receiving DHH students. Participants considered integration to be a matter of equal (part-time) access to the nearest possible local school, but not inclusion as an issue of school restructuring, full participation and active social and academic engagement. Regarding barriers and change, participants were more concerned about the lack of professional training, overreliance on individual donations rather than the local authority to fund and support teaching aids, the absence of strict procedures regarding student referral and teacher transfer from general to DHH education. It was felt that there should be more rigorous diagnosis and differentiation of the national curriculum in order for mainstream schools to be more DHH-friendly. I have discussed the contributions, implications, strengths and limitations of the study. It was concluded that the progressive perspective of inclusion in terms of school restructuring, respect, welcoming, participation and belonging is a far-reaching objective in the Saudi context.
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Bajamal, Huda Fuad. « Saudi third culture kids : A phenomenological case study of Saudis' acculturation in a Northeast Ohio elementary school ». University of Akron / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=akron1490145541205146.
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Akers, Deborah Sue. « The tribal concept in urban Saudi Arabia / ». The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu148820427653002.
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Altowjry, Abdullah. « Reforming higher education in Saudi Arabia : the use of telecommunications technology / ». Online version of thesis, 2005. http://hdl.handle.net/1850/926.
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Alghamdi, Awatif Mohammed S. « Challenges of continuing medical education in Saudi Arabia's hospitals ». Thesis, University of Newcastle Upon Tyne, 2012. http://hdl.handle.net/10443/1774.
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Background Health care professionals are responsible for maintaining their proficiency throughout their careers. Continuing medical education (CME) is an integral part of the medical profession that aims to enhance physicians’ knowledge and skills. Health care services in Saudi Arabia are expanding rapidly. However, the country is struggling to cope with a shortage of competent health professionals. CME in the Kingdom is facing some challenges that are preventing learning programmes from responding appropriately to professionals’ demands and needs, and to the complexity of health care. Research questions The research questions addressed in this thesis are: 1. What is the current status of continuing medical education in Saudi Arabian governmental hospitals? 2. What are the barriers preventing continuing medical education from implementing competitive learning programmes? 3. How might Saudi culture be influencing the health context and how does this impact upon the field of CME? Methodology This study adopted a mixed methods approach supplemented by ethnography. Two forms of individual, semi-structured interviews targeted two groups of respondents; the interviews were followed up by a questionnaire (sent by email) listing all the challenges to CME identified by the interviewees, and asking the participants to rank them in order of importance. In addition, observation was conducted throughout the fieldwork. Sampling Three public hospitals were selected from different geographical areas (N=3). Judgemental approach resulted in the selection of 33 medical education representatives from different medical and paramedical departments (N=33). Purposive sampling resulted in the selection of 11 medical librarians (N=11). Results The major CME challenges were identified and grouped into four themes: 1. Management, including the lack of knowledge on the part of decision makers about the importance of lifelong learning, and their influence over learning programmes. 2. Poor status of medical libraries, in terms of location, space and services provided. 3. Lack of transparency in the CME budget, which leads to a too close relationship between the pharmaceutical industry and physicians. 4. Diversity of staff, including their different training backgrounds, and their resistance to making changes in their performance after training. Discussion and conclusions The study found a strong correlation between health stakeholders’ lack of managerial skills and knowledge of the significance of CME and the learning programme limitations in Saudi Arabia; this factor also received the highest ranking by the participants in the study. 3 Hospital officials lack the necessary knowledge about the importance of CME, and lifelong learning has become complex. Their negative attitude towards learning has resulted in several challenges: some of these have been identified in this study, including a lack of support for the learning process in hospitals, an inability to motivate staff to continue developing their skills, and a lack of transparency when allocating budgets to learning elements, including CME and library services. This ambiguity has resulted in poor libraries and a heavy reliance on pharmaceutical industry sponsorship for CME events and medical professionals’ trips, which can affect the quality of the events and/or cause bias. The study has also clarified the issue of staff diversity. Although the majority of health care professionals are foreigners, the concern is that health care stakeholders are recruiting professionals from developing countries where the quality of health care and training might be low. Despite the varied training and educational backgrounds among the staff, no efforts have been made to design learning programmes that meet their actual and wide-ranging needs. Rather, current activities are based on desires and wishes of chiefs of medical departments.
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Alsadoon, Hamadah S. « Use of Cell Phones in Education at King Saud University in the Kingdom of Saudi Arabia ». Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1353509728.
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Albakri, Ghadah Shukri H. Shukri. « Transforming Art Education in Saudi Arabia : Inclusion of Social Issues in Art Education ». Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1707324/.
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The purpose of this study was to describe in-service Saudi Arabian art education teachers' (a) philosophies of education before and after an issues-based art education (IBAE) workshop, (b) perceptions of the IBAE workshop and its products, (c) perception of the importance of IBAE approach, reasons, topics, and challenges after the workshop, and (d) perception of IBAE within the Saudi Arabian context. A mixed-methods approach was followed. The qualitative portion of the study utilized a post-workshop questionnaire and reflective essay completed by 37 participants, and personal teaching journal protocol and focus group discussion from 18 participants who attended the workshop and implemented the IBAE lesson in their classrooms. Analysis of the data confirmed that art teachers' perspectives towards IBAE positively increased after attending the IBAE workshop. Specifically, in the quantitative findings, participants indicated a positive attitude toward the teaching philosophy of social reconstruction after the IBAE workshop. These results demonstrate that the tenets of social reconstruction align with the IBAE approach. In addition, the quantitative data suggests that teacher participants' overall perception of the importance of addressing social issues in the art curriculum was positive, with 91.9% of respondents agreeing. Overall the qualitative findings, indicated a positive attitude toward the IBAE workshop. Further, the analysis confirmed that these teachers had positive perspectives toward incorporating social issues in their art education again in their classroom of the IBAE approach especially within the Saudi Arabian context.
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Aljashaam, Hanadi. « Creativity in Saudi Arabian preschool settings : teachers' perspectives ». Thesis, University of Hull, 2017. http://hydra.hull.ac.uk/resources/hull:17104.
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The study aimed to explore the perspectives on creativity among preschool teachers in the Kingdom of Saudi Arabia (KSA). Creativity has gained enormous attention in recent years in education. With all the emphasis being placed on creativity in many parts of the world, it has not been largely explored in Saudi Arabia. Childhood education provision in Saudi Arabia has increased in the last thirty years. Changes to the preschool curriculum have been on the governmental agenda and the preschool curriculum has undergone some reform through specially commissioned projects (Tatweer, 2016). However, creativity was not considered by these projects and it is not on any educational plan for development in the KSA. Qualitative methods were applied, and data were collected through semi-structured interviews and observations, to explore the different perspectives held by a range of female preschool teachers in the KSA. The sample comprised of twenty early childhood practitioners from four different preschool settings, two private and two public schools. The analysis of the narrative data sources was undertaken using the Nvivo software, where all the meaningful components of data from interviews and observations was coded and assembled into themes. The researcher then followed the interview results with observation outcomes to counter and minimise any impact on the participants as well as the data. The information was then integrated in the interpretation of the overall results. Findings from both the interview and observation qualitative analysis processes indicated many different perceptions of creativity were held by the preschool teachers. Three common perceptions emerged, that were found to describe creativity as being artistic, being intelligent and being gifted and unique. Significantly, creativity was linked with arts and more often with intelligence. Teachers were aware of the importance of their own creativity and its effect on children's creative thinking. Teachers exposed their own understandings of creative pedagogy as they suggested several methods and pedagogical practices to be used in the classroom to enhance the young children's creativity. Surprisingly, teachers from private schools believed that the curriculum focusses more on knowledge more than on skills, as the curriculum is more academically driven. On the other hand, the teachers in public schools considered the national curriculum, the Self Learning Curriculum (SLC), as the best in supporting children's creativity. The majority of teachers, from both public and private sectors, have demonstrated their beliefs about the positive impact classroom structure has on creativity. Most teachers held the view that the classroom in the form of activity corners is the most supportive classroom environment for creativity. The findings have many implications for preschool educators and for professional development in the country under study as well as some recommendations for future studies. In view of the attention given to preschool education by the official authorities in Saudi Arabia, it is hoped that this research will highlight the importance of creativity, its value and relevance for preschool education, with a view to looking at how best creativity can be achieved in preschool education.
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Alfaifi, Mousa Sulaiman. « Self-directed Learning Readiness Among Undergraduate Students at Saudi Electronic University in Saudi Arabia ». Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6449.
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The purpose of this study was to determine the level of self-directed learning readiness among undergraduate students at Saudi Electronic University in Saudi Arabia. This study also investigated whether there were relationships between the level of self-directed learning readiness and selected demographic variables such as gender, college, and age in the sample of undergraduate students in Saudi Arabia. This research utilized a quantitative design.
The Self-directed Learning Readiness Scale (SDLRS), which was developed by Guglielmino, was utilized to measure the level of self-directed learning readiness among undergraduate students at Saudi Electronic University on the Riyadh campus. A total of 203 undergraduate students completed the SDLRS questionnaire.
Results were that the mean score of SDLRS among undergraduate students at Saudi Electronic University in Riyadh campus included 64 (32.52%) were students with below average 58-201 scores; 71 (34.98%) students with average 202-226 scores; and 68 (33.50%) were students with above average 227-290 scores.
age. However, there was a significant difference between the colleges. The results of the Tukey post-hoc test indicated that significant differences existed between the Sciences and Theoretical Studies College students and the Administration and Finance College and Computation and Information College students. The Sciences and Theoretical Studies College scored significantly lower than the other two colleges.
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Abaalkhail, Mohammed. « The education quality model : Saudi and British perspectives on pillars of quality in education ». Thesis, Brunel University, 2013. http://bura.brunel.ac.uk/handle/2438/7655.
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Research Purpose: This study aims to build a new model of quality for education based on a Saudi-British consensus regarding the major factors contributing to education quality and after considering other models (such as EFQM) and other authors’ perspectives. Research Methodology: The research relies on realism philosophy and as a multiple case study with 15 cases, it utilises a mainly qualitative research design that employs semi-structured interview as its research instruments. This study has adopted an ‘Inductive’ approach to build a new model. Primary data in this study was collected by interviewing 33 Saudi and 30 British academics and higher education authorities from six Saudi and nine British universities. Content Analysis was used for analysis. Research Findings: While the degree of agreement with each of the 11 propositions was varied (a range from totally agree to totally disagree), all of the Saudi and British participants believe that eleven pillars/criteria of quality education are: Leadership and Strategic Management; Students, Academics and Staff Recruitment; Syllabus/ Curriculum; Research/Teaching; Pedagogy; Learning & research support; Knowledge management; Academics’ achievements; Students’ progress, success & satisfaction; Universities/Schools’ achievements; and Innovation and Change Management. Recommendations: Decision makers in education sector are recommended to consider all eleven identified factors and their connection to each other while developing policies for quality of education. Universities and other educational institutes should plan and allocate required budgets for implementation and maintenance of all aspects of quality in education. Research Contributions: The main contribution of this research is developing the 'Education Quality Model’. Although there has been some research regarding the quality of education, seemingly they have not led to the development of a research-based customised model such as the Education Quality Model. Another contribution is preparing a new and broad ‘Taxonomy of Quality’. In previous taxonomies, either the only focus is on education or in contrast, education is missing in these taxonomies. Furthermore, possibly for the first time, perspectives of Saudi academics are presented alongside their British counterparts regarding quality of education.
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Al-Khatani, Saeed H. « The design of GIS education administration tools for the Saudi Misinstry of Education (MOE) ». Thesis, University of Nottingham, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.421550.
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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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AlTuwaijri, Ali. « Using Technology to Enhance Education in Saudi Arabian High Schools ». Digital Commons at Loyola Marymount University and Loyola Law School, 2015. https://digitalcommons.lmu.edu/etd/369.
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Aloshan, Mohammed Abdulrahman. « Greening Architecture Design Education : A Proposed Framework for Saudi Arabia ». Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/85502.
Texte intégralRésumé :
Today, concerns for environmental quality affect nearly all walks of life. In response to demands for resource conservation, architecture has become more complicated because the design process now depends on a large number of different disciplines. Now more than ever, building owners and users have many requirements—informed by developments in knowledge, technology, and science. These stakeholders are asking architects to design for lower operational cost, good daylighting and views, and higher indoor environmental quality (IEQ). Integrating all of these issues in building design is a dynamic process, which looks holistically at all of the dimensions of architectural. Present barriers of integrating green and sustainable strategies in the design process are mostly associated with architect's education and the understanding of the fundamental knowledge of the dynamics between the building and the local environmental conditions. For example, Saudi Arabia faces many challenges related to creating more environmentally responsive buildings, and peoples' behavior may not be easily changed with regard to resource conservation. To achieve such changes, a new educational framework for architecture is needed.
This study captures and structures knowledge that informed the examination and development of the new knowledge-based educational framework for green building design in Saudi Arabia. Through literature review, a series of case studies, and interviews with professors from United States architecture schools and interviews with graduates from Saudi Arabian architecture schools, the study revealed how knowledge related to green building can be structured and strategically implemented into architectural design education in Saudi Arabia. This framework presents green knowledge in a logical, sequential structure representing a learning path/knowledge map. The knowledge map was not intended to present a sequential structure over the course of several years, but is more general so that it can be applied across all architecture schools in Saudi Arabia. In other words, the knowledge map may be applied as-is within the current architectural educational knowledge in Saudi Arabia schools, or it can be used as a guideline and assistance tool for educators and school administrators. Overall, this framework presents a workable model for green design education in the context of the existing Saudi Arabia educational practices. Thus, the goal of the final knowledge framework is to transform the architectural educational system in Saudi Arabia.Ph. D.
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Alturki, Norah, et Norah Alturki. « Inquiry and Teacher Education in the Kingdom of Saudi Arabia ». Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/622967.
Texte intégralRésumé :
Inquiry is a learning stance that affords students with a variety of engagements to learn about a concept. It is a collaborative process where students think together, work together and talk together to develop their understanding of the issue they face. Inquiry supports teachers in creating highly recommended learning environments for students. Educators know the importance of the relationship between teachers and students and the influence on students' learning development and achievement in school. These goals can be reached through understanding classroom environments and informing teachers about an inquiry approach in teaching. This understanding will also improve teacher’s knowledge and help him/her professionally interact with students. This research explored the experiences and perspectives of eleven Saudi female educators on their learning experiences as students and as teachers in two different settings, Saudi Arabia and the U.S., and two different teaching strategies, a traditional teaching approach and a learning centered approach. I used a qualitative approach to design this study to ask my participants about their learning and teaching experiences before and after studying abroad. In-depth interviews allowed me to access their perspectives and how they created meaning out of experience. I used in-depth interviews, using focus group interviews for the third question only with the participants in Tucson because I wanted to explore an inquiry related to a group of people linked by their background culture. Throughout this study, the data was gathered and analyzed to answer three general questions: 1. What are the teaching and learning experiences of Saudi teachers? 2. How do the experiences of Saudi teachers impact their thinking about teaching practices and the curriculum in their classrooms? 3. What are the perspectives of Saudi women who either are teaching or have teaching experience on the type of learning experiences needed for Saudi Arabian pre-service and in-service teachers? The findings revealed that the participants in this study supported developing and working toward achieving reforms in education in Saudi Arabia. The participants' previous experience impacted them in thinking about their own teaching in their classrooms. All of the participants supported development of the education of teachers in Saudi Arabia. The participants' responses to this question revealed the need for ongoing professional development and redesigning teacher preparation programs around key principles of engagement and inquiry.
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Al-Sherhri, Mansour Ali S. « A virtual university model for higher education in Saudi Arabia ». Thesis, Loughborough University, 2003. https://dspace.lboro.ac.uk/2134/6973.
Texte intégralRésumé :
The purpose of this study is to investigate the feasibility, practicality and desirability of establishing a virtual university using Internet-based technology in Saudi Arabia. The intention would be to deliver higher education in order to accommodate the rapid growth in the number of secondary school graduates. This is regarded as one of the most important challenges currently facing higher education institutions, particularly universities in the Kingdom. The questionnaire in this study was designed to obtain respondents' views in relation to the proposed model. It was distributed to 996 teaching members (male and female) at three major universities: KSU, IMIU and KAU. The number of questionnaires returned was 538; this represents about 57% of the total sample. The majority of respondents (about 67.7%; N= 364) suggested that establishing a virtual university in Saudi Arabia was appropriate to meet the increasing demand for higher education. Group B represented the highest percentages of agreement at around 92.7%, while Group A represented nearly 60.2%. In contrast, the remaining 32.3% of the total number of respondents believed that there are alternative available solutions that can be utilised in order to overcome this problem. Almost 19.0% stated that they would like the private sector to take its responsibility seriously and begin autonomously, or collaboratively with the Saudi government, to construct more traditional colleges and universities in all regions of the Kingdom. Around 51.1% were in favour of the MI-IE, on behalf of the Saudi government, taking full control of higher education provision, introducing more traditional public colleges and universities throughout the Kingdom. Finally, almost 29.9% appreciated any effort made by the current traditional universities to increase their capacity to absorb more students now and in the future. Interviews were carried out in order to gain respondents' opinions on the overall situation. These interviews were composed of two sets: the first set was conducted with various decision-makers at the HESC, the MMHE, KSU, INIIU, and KAU. The second set was conducted with the Director of IU at KACST, the Manager of Internet Services at STC, and one representative of the ISPs in the Kingdom. The outcomes revealed that, in recent times, the higher education system in general and universities in particular have encountered, in addition to the rising number of secondary school graduates who wish to pursue higher education, other problems such as a lack of equal educational opportunities, a lack of educational quality, increased drop-out rates and a lack of interest in learning by some students, a lack of well-forged and mutual relationships between universities and the private sector, and so on. The application of SSNI, which made use of the results of the questionnaires and interviews, determined and confirmed the improvements needed to surmount these limitations. The proposed system encompasses strategic planning, content, communication technology and relevant systems for central support. Each part of the system was logically built to carry out certain activities that work in harmony with the others in order to achieve the mission of the entire system. The study concluded that a virtual university was both systematically desirable and culturally feasible; therefore, recommendations were made for its implementation.
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Alwedinani, Jawaher. « Gender and subject choice in higher education in Saudi Arabia ». Thesis, University of York, 2016. http://etheses.whiterose.ac.uk/15372/.
Texte intégralRésumé :
This study explores women’s views and attitudes towards the traditionally masculine subjects in higher education in a Saudi Arabian context. It investigates the factors that influence women’s subject choices. It also addresses the implications of limited subject choices in women’s experiences in higher education. The study adopted an inquiry approach to understand women’s experiences in relation to their educational choices. The study was conducted at two universities located in two major cities in Saudi Arabia. The data in this study were collected through interviews with women. Snowball sampling was used to recruit 100 female students and lecturers. The findings of this study demonstrate how the internalisation of gender norms and gender stereotypes shapes women’s views and attitudes towards these subjects. It also shows how patriarchal structures influence women’s subject choices and how such influences vary depending on the father. Women who come from traditional families are more likely to accommodate the patriarchal influences, whilst those who come from non-traditional families are more likely to bargain or negotiate with the patriarchal system. This study reveals how fathers’ influences on women’s education differ according to their attitudes towards Ikhtilat. The study addresses the sensitivity of the Ikhtilat issue in the Saudi context and how the prohibition of Ikhtilat has shaped women’s experiences in Saudi higher education. It shows how women exercise their agency through bargaining, resisting and negotiating with the patriarchal system. Furthermore, it identifies factors that influence women’s subject choices and how these factors differ amongst women.
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Al-Gow, Abdul Moniem M. « Discussion and dialogue methods in teacher education in Saudi Arabia ». Thesis, University of Exeter, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.307170.
Texte intégralRésumé :
This thesis compares two methods of teaching, identified as the `dialogue and discussion method' and the `lecture method'. An historical account is given of the Saudi educational system. The two methods are discussed in terms of the Saudi system and with reference to their theoretical foundations. The research investigates the effect of the use of these methods as shown by students' academic performance and teaching skills in the teaching practice programme. The researcher designed an experiment to compare the effects of teaching lessons in the specific teaching methods courses for three academic subjects with a group of fourth level students in the college of education at King Faisal University. After ensuring the best possible equivalence between the groups, the researcher carried out the experiment with the two groups and applied a post-test to find their levels of achievement after they have studied using different methods. Further,t herew as a comparisonb etweent he sameg roupsr elatingt o their techniquesa nd teachings kills performanced uringt he teachingp ractice programmein schools. The results show that the lecture method when used on student teachers during their theoretical training programme produced significantly lower student achievements. However, there was no significant difference between teaching skills of student teachers in the two groups, as related by academic supervisors. The appropriateb alanceb etweend ialoguea nd discussiona ndl ecturem ethodsa nd the persistenceo f any effectsr emaint o be investigatedF. urthere xperimental researcheasr e suggestedto includef emalesa nd other studentss ucha s thosei n medical and military training
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Beati, Nada Y. « Smaller class size, tutoring, physical education, and professional development : Perception of Saudi Arabia female teachers for improving the academic achievement of Saudi Arabia high school girls ». Scholarly Commons, 2015. https://scholarlycommons.pacific.edu/uop_etds/214.
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The Kingdom of Saudi Arabia, KSA, has invested ample resources to boost and enhance the environment and the outcome of its educational system. Using AlGodorat and AlTahsili, standardized tests used to evaluate students’ knowledge and skills, as a measurement to find discrepancies between girls and boys performance on these tests. This study investigated class size, tutorials, physical education and professional development as possible ways of improving the performance of Saudi Arabian girls. Further, the study conducted a survey targeting girls’ high school teachers in Saudi Arabia to get more prospective, opinions, and inclinations toward implementing these methods. Moreover, the study included recommendations for policy makers and leaders in the Kingdom of Saudi Arabia. The study found the majority of teachers were in favor of implementing these methods. Furthermore, we were able to find a correlation between teachers’ ages, locations, and experiences and their prospective toward these methods of improvement.
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Al-Sudairi, Nojood Musaed. « Children's books of Saudi Arabia : Literary and cultural analysis ». Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284298.
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After studying hundreds of Saudi children's books, I decided to keep eighty of them to represent my selection. My main focus in this study is the literary and cultural characteristics of Saudi children's books. Thus, this study is based on two questions: What are the literary characteristics of Saudi children's books? and What are the cultural characteristics of Saudi children's books? I used the content analysis approach to answer both questions. Content analysis means the use of a theory or theme to analyze a text or a series of texts. The theory or theme is used as an analytical device, the main focus being analysis of the text rather than development of theory. In order to answer the question about the literary characteristics of Saudi children's books, I studied the seven most common literary elements found in textbooks of children's literature. A literary analysis chart was developed representing character, plot, setting, theme, point of view, style and tone. After analyzing the selected books literarily, I found that only a small number of the selected books use techniques of the literary elements to attract the readers. The majority of the books represent the false nature of flat characters and are written to instruct and educate children rather than entertain them. Illustrations do not add much to the written text in the majority of books; thus the majority of the books are illustrated books rather than picturebooks. A cultural analysis chart was developed from the readings and the interviews about Saudi culture. Three major categories represent the Saudi culture for this study: religion, family and childhood. After doing the cultural analysis for the selected books I found that there are many misrepresentations of the Saudi culture in most of the books indicating a lack of careful study of the culture. There is a separation between religious and nonreligious books, women have traditional roles in most of the books, and children are portrayed as either ideal or stupid in the majority of the books. Moreover, the landscape and/or the clothes of characters in most of the books are misrepresented.
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Omar, Saud. « Concerns and professional development needs of faculty at King Saud University in Saudi Arabia in adopting online teaching ». Diss., Kansas State University, 2016. http://hdl.handle.net/2097/32853.
Texte intégralRésumé :
Doctor of PhilosophyCurriculum and Instruction Programs
Rosemary S. Talab
With the number of students at King Saud University exceeding 60,000, the university faces a need to adopt online teaching. The purpose of this study was to investigate the concerns of the faculty in the nine departments of the College of Education at King Saud University regarding the adoption of online teaching and to relate their concerns to their professional development needs. The Concerns-Based Adoption Model (CBAM) was utilized as a theoretical framework, and a non-experimental, cross-sectional survey design was used to collect the data. The data were obtained from 296 faculty members, which was a response rate of 66%. Respondents’ stages of concern 0-2 (Unconcerned, Informational, and Personal) were the highest, while stages 4-6 (Consequence, Collaboration, and Refocusing) were the lowest. The highest stage of concern was stage zero (Unconcerned), with a 96% percentile score. This indicated that respondents had little concern about or involvement with online teaching. The second highest stage score was stage one (Informational), with a 90% percentile score. This indicated that the respondents wanted more information about online teaching. Additionally, stage six (Refocusing) tailed up 15 percentile points, which indicated that respondents might be resistant to online teaching. A one-way MANOVA test result (p = .047) revealed a statistically significant difference between respondents' age and respondents' concerns in adopting online teaching. The statistical significance differences were found in stage zero (Unconcerned) (p = .041) and stage six (Refocusing) (p = .018). Another one-way MANOVA test results (p = .004) showed a statistically significant difference between respondents' gender and respondents' concerns in adopting online teaching. The statistically significance differences were found in stage zero (Unconcerned) (p = .035) and stage three (Management) (p = .001). t-test results indicated that female participants had a higher concern on both stages than male participants. Additional one-way MANOVA test results (p = .004) also indicated a statistically significant difference on the participants' concerns when adopting online teaching based on their department association. The significance value was found in stage three (Management) (p = .005). Another one-way MANOVA test showed a statistically significant difference on the concern based on the academic rank (p=.053). The significance values were found in stage one (Informational) (p = .001), stage two (Personal) (p = .002), and stage three (Management) (p = .002). Finally, three MANOVA tests indicated statistically significant differences: First, on participants' use of technology in teaching based on their prior instructional technology use (p = .017); second, on participants' use of technology in teaching based on their perception of technology-related professional development needs (p=.031); third, on participants' use of technology in teaching based on their attitudes toward online teaching (p=.004) and (p=.002). The study concluded with recommendations for future studies and for King Saud University regarding designing and implementing training programs to improve the faculty adoption of online teaching.
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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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Alandas, Saleh N. « Attitudes of freshmen in Saudi technical colleges toward vocational-technical education ». The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1277380259.
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Al-Sobayel, Hana I. « Patient education for women with knee osteoarthritis in Saudi Arabia : development of patient education programme ». Thesis, King's College London (University of London), 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.435013.
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Staveley, Ryan Texas. « American Expatriate Retention Factors in Saudi Arabia ». Thesis, Baker College (Michigan), 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13427162.
Texte intégralRésumé :
International assignment experiences assist personnel over time by helping them acquire new business skill sets, global perspectives, and essential intermediate- and advanced-level cross-cultural competencies, which collectively benefit all stakeholders. The purpose of this study was to explore the impact of organizational culture, compensation practices, and job designations during the American expatriate’s career process to maximize retention rates within the Saudi nonacademic local-clientele training sector. The cultural dimensions theory, the model for expatriate selection, and the model for expatriate training framed this study. A qualitative multiple-case research methodology featured a 10-question survey and a 10-question interview with 15 American expatriates representing 11 Saudi organizations. Themes were developed for each research question. Findings for less experienced expatriates showed more career development opportunities and leadership from experienced section managers were needed. Findings for more experienced expatriates showed more active employment policy adaptations were needed. The findings of this study suggested retention is impacted significantly when American expatriates are valued, encouraged to grow career prospects, and inspired to recruit additional personnel to accept foreign mission assignments. A ten-phase career process (TPCP) was developed to identify the exact phase expatriates considered departure. The results of this research will assist organizational decision makers and support level personnel in understanding the most urgent requirements and provide insight into techniques to properly support expatriates most efficiently and cost-effectively.
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Al-Dossary, Saeed. « A study of the factors affecting student retention at King Saud University, Saudi Arabia : structural equation modelling and qualitative methods ». Thesis, University of Stirling, 2008. http://hdl.handle.net/1893/691.
Texte intégralRésumé :
The purpose of the study was to identify factors affecting student retention at King Saud University in Saudi Arabia. It has been estimated that 35% of university students leave higher education before completing their studies (Al-Saud, 2006). This study was guided by Tinto’s (1975) Student Integration Theory. Berger and Braxton (1998, p. 104) have stated that Tinto’s integration model ‘has been the focus of much empirical research and has near-paradigmatic status in the study of the college student departure.’ This theory is longitudinal and dynamic and views student retention decisions largely as the results of interactions between the student and the academic and social systems of the institution (Tinto, 1975, 1993). This study used a mixed methods approach. Using the terminology of Creswell (2003), the appropriate description of the overall design of this study is a mixed methods concurrent triangulation strategy. This means that ‘qualitative and quantitative data are collected and analyzed at the same time. Priority is usually equal and given to both forms of data. Data analysis is usually separate, and integration usually occurs at the data interpretation stage’ (Hanson et al., 2005, p. 229). This strategy was selected because it allows the findings to be confirmed, cross-validated, and corroborated within a single study (Creswell, 2003). This strategy consisted of two phases. The first phase was the quantitative approach. Quantitative data were collected from 414 freshman students using two questionnaires administered on two occasions and from the university admission office. The quantitative data were analysed using a structural equation modelling (SEM) technique using the AMOS software package. The results of the SEM indicated that Tinto’s model were not useful in predicting the Saudi freshman student retention process. The variables in the model explained only 30 percent of the variance in student retention. The results of the SEM indicated that four of the nine hypotheses proposed in Tinto’s model were supported by statistically significant results. Moreover, only three variables had direct effects on retention. The largest direct effect on retention was accounted for by initial goal and institutional commitment (0.49), followed by later goal and institutional commitment and pre-college schooling as measured by high school scores (0.10). The second phase of this study utilised a qualitative approach. Qualitative data were obtained from three sources: non-persister students, persister students, and staff members. Seventeen non-persister students were interviewed over the phone; 15 persister students were interviewed using a focus group technique; while staff members were asked to complete a survey. Of the 200 surveys distributed, 37 were returned including responses from 16 lecturers, 12 administrators, 5 librarians and 4 academic advisors. A comparison was made between those students who persisted and those who dropped out using constructs from Tinto’s theory. In relation to students’ levels of goal and institutional commitment, it was found that persister students appeared to be more motivated and to have higher levels of goal commitment than non-persister students. Similarly, persister students appeared to have higher levels of institutional commitment than non-persister students, in part it is suggested, due to the fact that the majority of persister students had been able to select their desired majors whereas the majority of non-persister students had not. In relation to the students’ levels of academic integration, there was no significant difference between both groups of students. Persister and non-persister students both exhibited low levels of academic integration into the university system. In addition, there was no significant difference between both groups of students in terms of social integration. Both groups of students indicated low levels of social integration into the university system. In addition, the participants (persister students, non-persister students, and staff members) were all asked to indicate what they perceived to be the major factors affecting student retention at King Saud University. The findings from the qualitative data not only help to explain and confirm the quantitative findings but also identify why Saudi freshman students leave the university before completing their studies. The most important factors were: difficulties of selecting majors, difficulties of transferring between subjects, lack of academic advice and irregularity of monthly reward.
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Al-Ajmi, Khaled M. « Quality and employability in higher education : the case of Saudi Arabia ». Thesis, Middlesex University, 2003. http://eprints.mdx.ac.uk/6744/.
Texte intégralRésumé :
Modem higher education is a cooperation of stakeholder s. Its development should be viewed only in terms of curricula quality and graduates employability. Because the Saudi system is relatively new and grows rapidly, while confronted with traditions and difficulties, neither of the above objectives is distinctly accomplished to fully fulfil the ambition of national growth. This thesis critically investigated the approach of Saudi Universities. A combination of quantitative and qualitative methods was employed for this purpose. Subjects were from King Saud University, including students, graduates, teaching staff, and academic managers. Shortage in pertinent information made the research heavily dependent on fieldwork data. The main focus was on factors responsible for defects in quality and employability. The correlation between these two issues provided a better understanding of undergraduate education, including assessment of Student's learning, especially when the latter is taken as an indicator of the former. The findings suggest a need for change in the Saudi higher education system to bring about Substantive incorporation of packages of general skills, including employability skills, and modularisation in its programmes. However, this approach must not be adopted at the expense of either subject matter or Saudi culture. Integration of the above three elements into study courses is an ideal preference from the participant's Standpoints. Recommendations were forwarded to aid and improve the introduction of these new thoughts. But their prompt qualification is likely to be a matter of a more definitive decision. In Saudi Arabia, there is a demand for an extra academic provision to accommodate the change besides expected increase in student numbers, institutions expansion and disciplinary diversification. Finally, elimination of gender distinction is a real challenge. This obstacle does not seem to be reconcilable with Islamic principles as well as with the pervading and rapidly changing higher education demands.
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Naseif, Alaa Mahmoud. « Improving primary science education in Saudi Arabia : an exploratory case study ». Thesis, University of Newcastle Upon Tyne, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.420027.
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Zeyad, Sultan. « Investigation of the education and practice of calligraphy in Saudi Arabia ». Columbus, Ohio : Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1085627452.
Texte intégralRésumé :
Thesis (Ph. D.)--Ohio State University, 2004.Title from first page of PDF file. Document formatted into pages; contains vii, 251 p. ; also includes graphics (some col.). Includes abstract and vita. Advisor: Georgianna Short, Dept. of Art Education. Includes bibliographical references (p. 248-251).
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Althonayan, Mona. « Evaluating stakeholders performance of ERP systems in Saudi Arabia higher education ». Thesis, Brunel University, 2013. http://bura.brunel.ac.uk/handle/2438/7502.
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Enterprise resource planning (ERP) systems are complex and comprehensive software packages designed to integrate business processes and functions. Despite the difficulties and risks of implementing such a system, the last decade has seen a remarkable global diffusion of such systems. To cope with technical developments, the Saudi Arabian government is starting to implement them in both private and public organisations, including the higher education (HE). HE in Saudi Arabia applies integrated solutions to replace existing systems, supporting all its business functions and improving effectiveness and efficiency. Evaluating the impact of ERP adoption on stakeholders’ performance is complex and no single existing model was considered adequate. To overcome their various weaknesses, this study integrates three models (Task Technology Fit, the Information Systems Success Model and End User Computing Satisfaction) to produce a new model which offers a comprehensive view of the most important factors affecting stakeholders’ performance. This integration results in a theoretical framework that is used as model for empirical investigations of the impact of ERP systems on HE stakeholders. The aim of this research is to assess the impact of ERP systems on Saudi academic institutions, focusing on stakeholders’ post-implementation performance. Three case studies are examined, using mixed methods of interviews and questionnaires to collect quantitative and qualitative data. SPSS 20 and analytical techniques were undertaken to analyse case studies data. While the results varied according to the circumstances of each case, the overall quantitative findings were that there were six significant factors in the system quality dimension (timeliness, flexibility, ease of use, content, currency and authorisation) and two (reliability and responsiveness) in the service quality dimension. These results were consistent with those of the qualitative phase, which identified a number of other factors having a significant impact on stakeholder performance: resistance to change, continuous training and education, appropriate systems customisation and top management support. In general, it was found that ERP systems had a significant of positive and negative nature impact on HE stakeholders’ performance and productivity in Saudi Arabia.
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Jamjoom, Yussra. « Understanding private higher education in Saudi Arabia : emergence, development and perceptions ». Thesis, University College London (University of London), 2012. http://discovery.ucl.ac.uk/10020722/.
Texte intégralRésumé :
This thesis looks into the factors underlying the emergence, development, and understandings of private higher education in Saudi Arabia from three perspectives. The first perspective is regional-historical, from which I examine the rise and growths of the private sector from a regional and historical point of view. The second perspective is institutional, from which I examine the perceptions of private higher education among different groups of stakeholders in comparison to its counterpart, the public sector, through three different phases of private higher education provision: l)the entry point 2) the experience stage and 3) the exit to the job market. The third perspective can be perhaps understood as 'socio-political', from which I look at the relationship between the private sector and the wider political environment, and also the use of the English language in private higher education provision: how it presents itself as both a challenge and benefit for various stakeholders of it. My analysis leads to a conclusion that the private sector is a necessary complement to a public one, which not only lacks the capacity but also is being challenged by many fronts. The public sector was found to fall short in meeting quantitative and qualitative demands for higher education. The sector of private higher education in Saudi Arabia is found to provide 'more' opportunities to higher education, to have 'different' characteristics from the public sector, leading it to be perceived as 'better' than the public sector. Overall, this research is of a qualitative nature. For the regional-historical perspective, I use a wide range of literature and second-hand data. For the institutional perspective, I make use of empirical data collected from my fieldwork, which is also used for discussions in the third dimension along with government policy documents. Based on the overall findings of this research, tentative recommendations are made for the future development of Saudi private higher education.
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Alsaadi, Fahad M. « Knowledge Sharing Among Academics in Higher Education Institutions in Saudi Arabia ». Diss., NSUWorks, 2018. https://nsuworks.nova.edu/gscis_etd/1055.
Texte intégralRésumé :
The Ministry of Higher Education (MOHE) in Saudi Arabia aims to move toward a knowledge-based economy and many knowledge management (KM) and knowledge sharing (KS) initiatives have been taken to accelerate the achievement of this goal. Despite the substantial body of research into KS in the business environment, research that investigates factors that promote KS practices among academics in higher education institutions (HEIs) is generally limited, but particularly in Saudi Arabia. To bridge this gap, the goal was to explore what individual and organizational factors contribute to a person’s willingness to share knowledge and develop a profile of the current knowledge sharing culture of academics within HEIs in Saudi Arabia.
An online survey was designed based on extant literature and used to collect both quantitative and qualitative data on organizational factors (i.e. leadership, organizational structure, information technology platform, and organizational culture) and individual factors (i.e., willingness to share knowledge, attitude toward KS, expected rewards and associations, expected contribution, and trust) that influence the success of KS in HEIs. A total of 140 completed surveys were analyzed. The quantitative data were analyzed through validity, reliability, descriptive, and multivariate regression analyses. A qualitative coding process was used to analyze the open-ended questions. Quantitative data analysis resulted in a significant main effect for factors of trust, leadership, and attitude toward KS on the person’s willingness to share knowledge. Results for the factors of expected rewards and associations, expected contribution, organizational structure, information technology platform, and organizational culture were not significant. Qualitative analysis revealed that Saudi academics generally have a positive attitude toward knowledge sharing and prefer sharing knowledge face-to-face. Knowledge sharing is mainly related to teaching strategies followed by research. Trust and time are key factors in their willingness to share, as well as, support from their institutions through effective information systems and facilitation of open communication and collaboration. While most academics are intrinsically motivated to share knowledge, some expect extrinsic rewards and recognition.
Findings will assist Saudi HEIs to design systems necessary to become knowledge-based institutions, help HEI management plan and apply KS practices, and identify future research opportunities to advance KS in HEIs.
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Alkahtani, Aishah Abdulaziz. « Managing change in King Abdullah project Saudi secondary education : participant perspectives ». Thesis, Manchester Metropolitan University, 2015. http://e-space.mmu.ac.uk/579549/.
Texte intégralRésumé :
This is a study of how head teachers, teachers and students have responded to a radical pedagogical change: replacing traditional note-taking and verbal memorization with independent thinking, collaborative learning and computer-based research. This pioneer study is the most detailed investigation to date of the King Abdullah Project, which is being trialled in schools in the Kingdom of Saudi Arabia. The research explored perceptions of participants of the major strengths and weaknesses and ways to improve the King Abdullah Project in four secondary schools. Mixed approaches, quantitative and qualitative, were used to collect data from 852 students, 105 teachers and 5 head teachers. The study uses descriptive analysis, which is used for quantitative data and using grounded theory techniques (qualitative) approaches for analysis. My contribution to understanding the issues of managing change in the context of King Abdullah Project is through its focus on the perceptions of the project, rather than on outside measurements of compliance with the new teaching techniques or of educational achievement. The experiences of participants shed light on the dynamics of the successes and failures of the project, as defined by the various groups. This approach is in accord with the value given by organizational change experts to widespread communication and sharing of opinions in a changing organization; as well as to the value given to collaborative learning and planning within the new curriculum. The study reveals that the Project has been well received and has led to improved student and teacher performance, the participants have also perceived some serious weaknesses. These weaknesses include: training which has been poorly implemented, which leads to a lack of understanding and mastery of Project teaching techniques, among students and teachers; a lack of mastery of the electronic equipment; problems with timely equipment repair, which interferes with the new teaching techniques and leads to a lack of sufficient head teacher and teacher initiative in solving problems locally; and lack of resources. In addition, there were failures of planners and managers to foresee problems leading to difficulty with the new science and mathematics material. There were problems with class size. There was too much work for the time available. There was massive educational change over too short a time. Furthermore, a lack of communication in the educational system may have kept managers and planners from learning enough about the cultures they were attempting to change. Therefore, open communication and wider distribution of decision making, with a large bottom-up component in both cases, would probably help to solve current problems. Having a project steering committee, including members from all levels of the system will facilitate the voices of those most impacted by the changes so that they could play a larger role in the dialogue. To make the program work better, planning should involve all. By addressing the identified challenges the creativity of planners, managers, head teachers and teachers it is argued, have a better chance in being effective if they share their knowledge and work together.
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Alebaikan, Reem A. « Perceptions of blended learning in Saudi universities ». Thesis, University of Exeter, 2010. http://hdl.handle.net/10036/117486.
Texte intégralRésumé :
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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Alazzaz, Hamad Abdullah. « The Saudi Teacher Experience with a Constructivist Curriculum Reform ». Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1554981606200889.
Texte intégral
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Alharbi, Hani Abdulghani M. « Examining obstacles to Saudi women's right to work in the Kingdom of Saudi Arabia ». Thesis, Brunel University, 2018. http://bura.brunel.ac.uk/handle/2438/15672.
Texte intégralRésumé :
This thesis determines and examines the obstacles to Saudi women's right to work in terms of religious and cultural barriers and limited access to higher education through an analysis of Sharia sources, Saudi domestic law and international human rights treaties pertaining to Saudi women's right to work in the Kingdom of Saudi Arabia. It also delineates the provisions for women's right to work in Sharia and Saudi domestic law in the public and private sectors. The thesis also examines the reservations that the Kingdom of Saudi Arabia has entered into, and some of the international human rights treaties it has ratified, with a particular focus on the application of the Convention on the Elimination of All Forms of Discrimination against Women (CEDAW). It also examines Saudi Arabia's obligations under International Labour Organization (ILO) Conventions. In the context of Saudi domestic law, it identifies obstacles that underlie Saudi Arabia's decision not to ratify the International Covenant on Economic, Social and Cultural Rights (ICESCR); it examines the arguments for the Kingdom of Saudi Arabia signing up to the ICESCR; and it examines Saudi Arabia's obligations to respect, protect and fulfil women's right to work under CEDAW. The protection of women's right to work under customary international law, by its sources will be explored. This section will look through customary international law elements; whether or not women's right to work is protected. Finally, the thesis provides recommendations for action which can be taken by the Kingdom of Saudi Arabia to provide Saudi women with equal rights to work. It also makes recommendations concerning ratified and pending international human rights treaties which have the capacity to protect Saudi women's right to work.
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Alshahrani, Tahani M. « Online education experiences and attitudes of female Saudi students in the U.S ». Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1527873.
Texte intégralRésumé :
Current technological revolutions have led to the increased availability of information resulting in many teaching institutions that have adopted change and teaching methods. Consequently, many educational institutions have integrated teaching and learning systems with technology, and learners nationwide are embracing the flexibility of online education. Online education is a new educational delivery mode in Saudi Arabia, which has been influenced by economic and social changes. As a result, the impact has created an increased demand for graduate degrees as online education has created the opportunity for Saudi women to access higher education. Thus, for Saudi female students, who want to study and work simultaneously, online education is possibly feasible option. Through online education, female Saudi students are able to obtain an education at home with flexibility, and the number of Saudi students taking online education has significantly increased. This thesis analyzes what female Saudi students in the United States have experienced about online education, and their attitudes toward online education.