Dissertations / Theses on the topic 'Saudi female higher education'
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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.
Full textCurrent 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.
Own, Wafa M. (Wafa Mohammed). "The Role of the Saudi University in Meeting the Needs of Female Students as Perceived by Females in Two Saudi Universities." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc332727/.
Full textAlthaqafi, Abeer Sultan. "Perceptions of pioneer female Saudi higher education EFL teachers : a qualitative study of their experiences in English language teaching." Thesis, University of Nottingham, 2015. http://eprints.nottingham.ac.uk/30695/.
Full textAlzahrani, Sarah G. "Fostering the professional development of Saudi female students: implications for educators in apparel and textiles programs in Saudi Arabia." Diss., Kansas State University, 2015. http://hdl.handle.net/2097/18926.
Full textDepartment of Apparel, Textiles, and Interior Design
Joy M. Kozar
Today, home economics in Saudi Arabia, in particular, apparel and textiles programs (AT) typically emphasize two major areas: apparel design and textile science. However, AT programs in Saudi Arabia need to evolve to help students take advantage of new job opportunities in the apparel retail sector. Establishing an apparel merchandising track in AT programs in Saudi Arabia will provide women with better preparation to succeed in the industry. Until recently, most female graduates of home economics programs in Saudi Arabia were prepared for teaching positions. The purpose of this study was to develop an apparel merchandising program for the AT discipline in Saudi Arabia. Qualitative data were collected in three phases to examine the focal points of choosing the new curricula: (a) the nature of the subject matter, (b) the nature of society, and (c) the nature of individuals. In Phase 1, the content of the top apparel merchandising programs in the US was examined to explore the nature of the subject matter. In Phase 2, the perceptions of industry professionals in Saudi Arabia were explored by interviewing 21 human resource managers and apparel store managers. Finally, the AT students’ needs to succeed in the apparel industry were examined by interviewing 17 female students. The data were analyzed by utilizing the word-based technique as well as comparing and contrasting responses to each question. The findings for all three phases were combined and compared to identify the knowledge and skills that need to be added to the new apparel merchandising track for AT discipline in Saudi Arabia. Results of the study indicated that all three phases reported the importance of considering hard skills, or content and process knowledge, and soft skills, or professional attitude and skills, in preparing AT student for the apparel retail industry. AT major knowledge, business knowledge, mathematics, as well as professional skills (e.g., communication, commitment, teamwork, English language, lifelong learning, and experience) are found to be essential for the success of Saudi women in the apparel retail industry. For AT educators in Saudi Arabia, this knowledge and skills have to be addressed in the apparel merchandising program.
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.
Full textAlmutairi, Eman. "Women’s Right and Education in Saudi Arabia: Raising Critical Consciousness in Arabic Studies Courses in Female High Schools in Saudi Arabia." Chapman University Digital Commons, 2019. https://digitalcommons.chapman.edu/education_dissertations/7.
Full textAlhazmi, Fatemah. "Job satisfaction among female head teachers in Saudi Arabian secondary schools : a qualitative perspective." Thesis, University of Southampton, 2010. https://eprints.soton.ac.uk/172723/.
Full textAlrefaie, Nadia A. "From Singular to Mixed: A Comparative Study of the Perceptions of Male and Female Saudi Students at The University of Akron in Adapting to the Coeducation Experience." University of Akron / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=akron1430237809.
Full textAlajlan, 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.
Full textAlwedinani, Jawaher. "Gender and subject choice in higher education in Saudi Arabia." Thesis, University of York, 2016. http://etheses.whiterose.ac.uk/15372/.
Full textAl-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.
Full textRagadu, Suzette C., and Suzette C. Minnaar. "Transformation in higher education : receptions of female academics at a distance education institution of higher education." Thesis, Stellenbosch : University of Stellenbosch, 2008. http://hdl.handle.net/10019.1/2809.
Full textFemales in academia remain concentrated in lower level positions, with limited and often no decision-making power. However, this is not only a South African phenomenon but it is also evident in the position of female academics in the United Kingdom, the United States and New Zealand. Within the South African context, higher education institutions are in a process of transformation and change in order to integrate with social transformation and change. Therefore, the Department of Education mandated certain higher education institutions to transform and merge, with implications for their human resource management. Universities are regarded as complex organisations and this complicates the management and leadership of such institutions. Moreover, South Africa has passed legislation (e.g. the Higher Education Act) that impacts its human resource management and the manner in which higher education institutions are transformed and managed. Higher education institutions employ the principles of corporate management and therefore the distinction between management and leadership is highlighted. Communication is discussed as a tool thereof and the differences of males and females in this regard are emphasised. The status of female academics in South Africa is discussed and the perceptions of female academics with regard to the dimensions used in the empirical inquiry are highlighted. The empirical inquiry gauged how females occupying academic positions at a South African distance education university perceived the management process of institutional transformation. The perceptions of female academics with regard to five dimensions: management and leadership; communication; diversity and employment equity; and transformation and change were gauged and compared to the perceptions of male academics and that of female professional/administrative personnel. It was found that female and male academics were relatively positive with only one significant difference: their perceptions of communication at the institution. There were also significant differences in the perceptions of white and of black female academics. Furthermore, when female academics were compared to female professional/administrative personnel, there were significant differences: female academics held generally more positive perceptions than those of female professional/administrative personnel. In addition, there was evidence of an ageing workforce.
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.
Full textAltowjry, Abdullah. "Reforming higher education in Saudi Arabia : the use of telecommunications technology /." Online version of thesis, 2005. http://hdl.handle.net/1850/926.
Full textAl-Ajmi, Khaled M. "Quality and employability in higher education : the case of Saudi Arabia." Thesis, Middlesex University, 2003. http://eprints.mdx.ac.uk/6744/.
Full textAlthonayan, Mona. "Evaluating stakeholders performance of ERP systems in Saudi Arabia higher education." Thesis, Brunel University, 2013. http://bura.brunel.ac.uk/handle/2438/7502.
Full textJamjoom, 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/.
Full textAlsaadi, Fahad M. "Knowledge Sharing Among Academics in Higher Education Institutions in Saudi Arabia." Diss., NSUWorks, 2018. https://nsuworks.nova.edu/gscis_etd/1055.
Full textHope, Zack. "An Exploration of Two-year College Female Basketball Athletes Experiences of Being Coached by Male and Female Coaches." Thesis, University of La Verne, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10931115.
Full textPurpose. The purpose of this phenomenological study was to understand and systematically describe the essence of the experience of two-year college female basketball athletes coached by male and female coaches.
Methodology. A phenomenological design was used to explore two-year college female basketball athletes’ experiences being coached by male and female coaches. The researcher interviewed 10 two-year college female basketball athletes from Los Angeles, San Bernardino, and Riverside Counties in southern California. The researcher chose the hermeneutic approach because it was grounded in interpretation. As defined by Wojnar and Swanson (2007), “hermeneutic phenomenology is the interpretation of the structures of experience and with how things are understood by people who live through these experiences” (p. 173).
Findings. Transcripts from interviews were reviewed and common themes emerged from statements made by the participants. Four major themes emerged from the interpreted meanings, and supported by the participants. The essence of the two-year college female basketball athletes’ experiences of being coached by male and female coaches was described.
Conclusions. The results of the study supported previous findings on this topic. However, the results explored an underrepresented group of two-year college female basketball athletes. The key themes that emerged were fundamental basketball (being taught the rudiments of the game, discipline, and structure); perceived authority; coaching preference (male coaching qualities viewed more positively than female coaching qualities), and coaching characteristics (fostering relationships and building trust).
Recommendations. Future studies could involve more participants, random sampling, or other qualitative or quantitative methods that would provide results more generalizable to a larger population. This study was performed after two-year college female basketball players completed their first year of sports eligibility and required the athletes to recall their past experiences. Further phenomenological research could be conducted looking at two-year college, high school, travel ball (AAU), and four-year college female players in different regions. Finally, the researcher recommended exploring the male and female coaches’ backgrounds in basketball to explore their experiences and training methods, and how those played into the coaching relationship.
Collum, Tracy Lovejoy. "Conceptualization of Effective Leadership Indicators Among University Female Leaders." Thesis, North Carolina State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3647574.
Full textThe purpose of the study was to identify perceived effective leadership in higher education by examining the indicators of effective leadership in a holistic viewpoint from an executive female leaders approach. Theoretical studies have examined female leadership development; however few have statistical data to address the concept. In addition, leadership competencies in four year higher education institutions have not been clearly stated; therefore evaluations are not consistent and have no baseline by which to begin. The study addressed both leadership competencies in four year institutions as well as female leadership. The study utilized Q Methodology with a two tier approach to conceptualize the perception female leaders in higher education have on effective leadership. Participants received a concourse of 61 statements to sort according to their perception of effective leadership indicators which they have observed in others they have worked alongside with a ranking system of “most effective leadership indicator” (+5) through “least effective leadership indicator” (-5). Participants were also asked to sort the same statements, with the same ranking scale, based off the perception of their own leadership indicators. Participants included 18 (for Qsort1) and 15 (for Qsort2) female vice-presidents/chancellors from higher educational institutions in North Carolina and Maryland. In addition, participants completed post-sort questions for demographic purposes as well as to further explain their rankings of the top three and lowest three statements in each of their sorts. For both Qsort1 and Qsort2, two factors emerged from each as effective leadership indicators: Adaptive Leadership and Enabling Leadership.
The results of this study indicate that effective leadership in higher education needs to be both adaptive and enabling to the environment in which one is placed. A primary need for effective leadership is the ability to provide long-range planning through objective analysis, thinking ahead, and planning. In addition, using frameworks to analyze complex situations and understanding complexities as well as emerging trends in higher education are important for effective leadership in higher education. The overarching areas which the participants point toward in their rankings of the statements are the need for flexibility, adapting to circumstances, and helping others learn their roles to be self-sufficient. The area which did not appear as important for effective leadership was the theme of administrative leadership. These statements encompassed following procedure and process to complete tasks.
The insight provided by the female executive leaders in higher education regarding effective leadership indicators are relevant to several areas. Gaining a deeper understanding of what areas females can pursue in order to be effective leaders can only strengthen their positioning in the higher education career ladder. In addition, higher education institutions seeking to utilize more accurate performance standards for those in leadership positions could utilize the results to place a threshold for executive leaders to adhere to. The current study should be utilized as a springboard for future leadership studies in the areas of higher education and female leadership to further provide empirical information which could enhance the leadership skills of future female leaders.
Jamjoom, Mounira. "Secondary and intermediate female Islamic studies teachers in Jeddah, Saudi Arabia : understanding their teaching." Thesis, University of Oxford, 2012. http://ora.ox.ac.uk/objects/uuid:4a889a68-b922-445f-80bc-3b9da1eed323.
Full textAlebaikan, Reem A. "Perceptions of blended learning in Saudi universities." Thesis, University of Exeter, 2010. http://hdl.handle.net/10036/117486.
Full textAlomair, Miznah. "Collegiate Women in Saudi Arabia: Leading Collectively for the Development of Self, Others, and Society." Chapman University Digital Commons, 2018. https://digitalcommons.chapman.edu/ces_dissertations/18.
Full textAljanobi, Mansour Abdulrhman. "Improving quality management in community colleges in Kingdom of Saudi Arabia." Thesis, University of Nottingham, 2015. http://eprints.nottingham.ac.uk/27877/.
Full textAl-Medlej, Hafez Ibraheem. "Decision making process in higher education institutions : the case of Saudi Arabia." Thesis, Middlesex University, 1997. http://eprints.mdx.ac.uk/6524/.
Full textAlqahtani, Mohammad. "Exploring Strategic Human Resource Management in the Saudi Arabian Higher Education Sector." Thesis, Curtin University, 2020. http://hdl.handle.net/20.500.11937/79465.
Full textKhawaji, Taha Mansor N. "Web 2.0 technology: Social learning tools in higher education in Saudi Arabia." Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/93426/1/Taha%20Mansor%20N_Khawaji_Thesis.pdf.
Full textAl-abdulaziz, Monira Eid. "Roles and skills of female elementary school principals in Riyadh, Kingdom of Saudi Arabia /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487935573770747.
Full textJones, Tinner LaShanta Y. Ph D. "The Spiritual Journey: Black Female Adult Learners in Higher Education." University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1384334101.
Full textWu, Tien-Tai. "Female faculty in higher education : a case study in Taiwan /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487681788254909.
Full textFuller, Nekita. "Factors Affecting Minority Female Success as Professors in Higher Education." Thesis, NSUWorks, 2013. https://nsuworks.nova.edu/fse_etd/46.
Full textTollerson, Latrice Jones. "Challenges of African American Female Veterans Enrolled in Higher Education." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6139.
Full textSouthwell, Deborah Margaret. "Leadership in Australian higher education: lessons from female educational leaders." Thesis, Curtin University, 2010. http://hdl.handle.net/20.500.11937/2551.
Full textAl, Rawaf Haya Saad. "An open university for women in Saudi Arabia : problems and prospects." Thesis, Loughborough University, 1990. https://dspace.lboro.ac.uk/2134/6950.
Full textCostello, Carla A. "Women in the Trenches: Barriers to Female Staff's Advancement in Higher Education." W&M ScholarWorks, 2015. https://scholarworks.wm.edu/etd/1539618900.
Full textMitchell, Robert D. "The Future Kingdom: A Survey of Saudi Arabian Students Enrolled in Higher Education in the United States." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1373882925.
Full textAseeri, Ali. "Performance measurement systems in two Saudi Arabian Government universities : a grounded theory study." Thesis, University of Southampton, 2012. https://eprints.soton.ac.uk/370740/.
Full textGamlo, Nada Hussain. "EFL teachers use/non-use of ICT at a university in Saudi Arabia." Thesis, University of Warwick, 2014. http://wrap.warwick.ac.uk/66077/.
Full textAlowayr, Ali S. "Effectiveness of avatars representing teachers in M-learning in Saudi Arabia higher education." Thesis, University of Reading, 2018. http://centaur.reading.ac.uk/79819/.
Full textAl-Shanbari, Humod Ahmed. "The scientific and technical information system in Saudi higher education : a systems approach." Thesis, Loughborough University, 1998. https://dspace.lboro.ac.uk/2134/32368.
Full textAlHarbi, Mohammed Salim. "Exploring English language teaching approaches in Saudi Higher Education in the West Province." Thesis, University of Glasgow, 2018. http://theses.gla.ac.uk/9014/.
Full textAlotaibi, Salihah. "Initiating and Assessing an e-Nudging Model for Higher Education in Saudi Arabia." Thesis, Curtin University, 2021. http://hdl.handle.net/20.500.11937/88114.
Full textAl-Sharif, Hussain Nasser. "The law regarding universities in Saudi Arabia and England : a comparative study." Thesis, University of Newcastle Upon Tyne, 2000. http://hdl.handle.net/10443/495.
Full textAlamri, Afaf. "Adaptive social e-learning for Saudi students : virtual project and group formation recommendation acceptance." Thesis, University of Warwick, 2016. http://wrap.warwick.ac.uk/87285/.
Full textAlkhatnai, 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.
Full textAlshahri, Mabark. "A comparison of Saudi and United States faculty use of information and communication technology tools." Thesis, Montana State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3708753.
Full textThe purpose of this descriptive and comparative study was to identify Information and Technology Communication (ICT) tools used by Saudi faculty and United States faculty, and to investigate relationships between their perceptions of ICT applications and ICT use. A questionnaire was sent to 292 Saudi faculty from six Saudi universities and 253 US faculty from five universities. The questionnaire gathered information about the use of and attitudes toward ICT applications. Results found that 65% of the United States faculty taught part or all of a course online as compared to only 26% of Saudi faculty. Saudi faculty used Social Media applications significantly more often than US faculty. Saudi faculty also reported using Google Documents, Photos and Website links significantly more often than US faculty while US faculty used podcasts and text documents significantly more often. Results from a path analysis of the relationships between ICT attitudes and actual ICT use based on Davis' (1993) TAM framework found that for Saudi faculty, system was the only variable significantly related to actual ICT Use. Ease of Use was significantly related to Perceived Value while Perceived Value was significantly related to Attitude Toward ICT Use. For US faculty, again, system was the only variable to have a significant relationship with Actual ICT use. Perceived Value was found to have a significant effect on Attitude Toward Use of ICT tools. The larger relationship between system use and actual ICT tool use for US faculty suggests that they had more access thus more experience using ICT tools than Saudi faculty. In addition, differences in attitudes toward ICT between Saudi and US faculty may be due Saudi faculty's primary use of social media and email applications as compared to US faculty's use a variety of more complex ICT applications including Audio. Overall results from this study suggest that Saudi faculty would benefit from training in the use of a variety of ICT application in addition to social media and email within the context of Learning Management Systems while US faculty would benefit from training in the use of social media applications as an instructional tool.
Alharbi, Abdulaziz. "The development and implementation of a CPD programme for newly qualified teachers in Saudi Arabia." Thesis, University of Southampton, 2011. https://eprints.soton.ac.uk/209275/.
Full textMoss, Yvette. "The role of mentoring and career advancement| A phenomenological study examining black female mid-level community college administrators." Thesis, California State University, Fullerton, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3662311.
Full textAlthough Black women have made progress in securing administrative positions, historically, they remain underrepresented at the highest levels in American postsecondary institutions (Hamilton, 2004; Howard-Vital & Morgan, 1993; Moses, 1989). Lack of networking, few positive role models, and inadequate mentoring are reasons cited as explanations as to why African American women have limited opportunities for career advancement (Searby & Tripses, 2006). Many Black female mid-level administrators currently face limited opportunities for career advancement due to inadequate opportunities to interact within the greater context of the academy by virtue of their history, race and gender (Collins, 2001).
This qualitative, phenomenological study examined mentoring relationships associated with African American female mid-level administrators' career development experiences, including the relevance of the mentor's race and gender. Additionally, issues of barriers and challenges as well as sources of support were examined. Thirteen African American females who worked in the California Community College System with titles of director, assistant dean, associate dean, and dean participated in face-to-face, semi-structured interviews. The findings indicated that African American female mid-level administrators preferred informal mentor relationships to formal mentor relationships. While the race and gender of the mentor was not a factor, psychosocial support was preferred from mentors over career development support. Findings also determined that numerous barriers prevented the mid-level administrators from advancing in their careers. Black Women's Support networks are necessary and offer tools for the survival of the African American female mid-level administrator.
Madkhali, Shaikah A. "Effects of training ESL Saudi female students on some reading strategies." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1317745.
Full textDepartment of English
Alfajahan, Ohood Abdulrahman Alfajahan. "Sleep Habits and Caffeine Consumption in Undergraduate Female Students in Saudi Arabia." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1523480822743305.
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