Saudi Cultural Missions Theses & Dissertations

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    Language Teacher Cognition of Academic Literacies: Narrative Case Studies of Female EFL Teachers in Saudi Universities
    (Victoria University, 2024-05) Allehaby, Eshraq; Razoumova, Oksana; Henderson, Fiona
    The educational system in the Kingdom of Saudi Arabia (KSA) has undergone significant transformations since 2016, driven by the Human Capability Development Program of Saudi Vision 2030 (SV2030). The primary aim of this program is to enhance the country’s global competitiveness through education. In this context, English education becomes pivotal, and specifically English as a foreign language (EFL) in higher education. In KSA, students enrolling at university must complete the preparatory year program where they learn EFL alongside academic literacies (AcLits) including critical thinking, database searching, synthesising, academic conventions, formal and informal registers, and proficiency in various genres of communication. This means that EFL teachers are expected to possess both subject matter expertise and AcLits skills to teach these to their students. By guiding students through language mediation and facilitating their acquisition of AcLits, EFL teachers contribute to helping students navigate the challenges of their disciplines and to academic and professional success. Hence the question: How can Saudi’s MOE ensure that EFL teachers are adequately prepared for the task? The study employs cultural-historical activity theory to examine language teacher cognition, aiming to uncover their knowledge, beliefs, and teaching practices regarding AcLits. The research uses contradiction as a historically accumulated structural system to highlight the tensions, absence, or conflicts in the AcLits phenomenon. Narrative case studies involving six female EFL teachers at two Saudi universities were conducted. Qualitative data collection methods, such as reflective accounts, semi-structured interviews, classroom observations, and relevant AcLits documents were used to examine the connection between teachers’ cognition and its impact on teaching practices. The findings from this study indicate that participating EFL teachers demonstrated a vague understanding of AcLits, primarily equating them with basic study skills. Consequently, EFL teachers face challenges in effectively and consistently integrating these literacies into their instructional practices. The lack of sufficient pre-service training, education, and professional development are factors. Teachers’ primary focus was on facilitating students’ academic success without negatively impacting their iv grade point average, resulting in an emphasis on exam-oriented skills. When attempting to incorporate AcLits aspects into the classroom, the instruction often lacked a systematic and sustained scaffolded approach. Moreover, teacher-led discussions relied mainly on lecturing, limiting interaction in a highly structured classroom setting. The study identified significant gaps in students’ prior English preparation, particularly in secondary schools. Furthermore, the constrained time available for language instruction during the preparatory year program and the challenges in implementing the latest advancements in language teaching methodology, specifically the communicative approach, led teachers to prioritise developing only students’ English language proficiency. By nurturing teachers’ AcLits skills, KSA can bolster its education system and incorporate the SV2030 goals. The significance of teachers dedicated to fostering AcLits in KSA cannot be understated, emphasising the urgent need for high-quality, sustainable professional development programs. Policymakers and language teacher-training providers share a responsibility to ensure the successful implementation of AcLits. Whether through pre-service training or ongoing career development, comprehensive programs are required to equip teachers with a profound understanding of AcLits principles and effective integration strategies, thereby cultivating a generation of internationally competitive students.
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    Achieving Global Recognition: Higher Education Rankings and the Commitment to Quality in Saudi Arabia’s 2030 Strategic Vision
    (University of Glasgow, 2024) Alanazi, Abdulaziz Hamoud; Doherty, Robert
    This study has as a primary focus the devising of strategic recommendations to help the government of Saudi Arabia achieve its goals, particularly the objective of having at least five Saudi institutions among the top 200 global universities by 2030. The research explored the challenges in realizing the educational targets set in The Saudi Vision 2030, aiming to position Saudi Arabia as a global education leader. In examining the background of education in the Kingdom of Saudi Arabia, the study delves into the historical evolution of the education system and its alignment with contemporary aspirations, notably the Saudi Vision 2030. This comprehensive overview provides context for understanding the current higher education landscape and the imperative for transformation. The conceptualization of the western form of the university, from its origins as a Church institution to its evolution into a globalized modern entity, forms a backdrop to an understanding of the university of today. The concept of excellence in higher education is explored, tracing its trajectory from ancient universities to the present era. This examination encompasses the historical development of formal quality systems and the contemporary imperative for achieving world-class status. The development of higher education quality and quality assurance frameworks are considered. The study explores ranking systems in higher education, addressing their development, impact, and significance to improving institutional status and global position. With reference to a wider framework of neoliberalism and its globalizing affects, attention is given to how Saudi universities confront the complexities of global ranking systems and their implications for institutional advancement. By considering critical perspectives and emerging trends in ranking methodologies, the research identifies pathways for enhancing the global competitiveness of Saudi institutions. The study underscores the interconnectedness of historical legacies, contemporary challenges, and future aspirations in advancing Saudi higher education. By synthesizing insights from diverse domains, strategic recommendations are formulated to support Saudi universities towards global prominence, aligning with the ambitious vision outlined in Saudi Vision 2030. In addition to a review of the relevant literature, ten interviews were conducted with senior leaders from universities, Vice Rectors for Planning, Development, and Quality. The participants, from both the United Kingdom and Saudi Arabia, possessed practical and operational expertise in higher education ranking focused activity. This research identified crucial factors pivotal for advancing the higher education system towards its strategic goal. The study highlights the significant roles of academic research, the cultivation of research identity, marketing, publicity, financial resource attraction, academic and administrative autonomy, and academic reputation. These elements are collectively decisive to any effort to elevate the global rankings of Saudi universities. The research indicates areas recommended for enhancement in Saudi universities, including bolstering academic reputation, promoting research, investing in research and development, fostering international collaborations, and attracting international students.
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    The Mediating Role of Work-Life Balance in the Relationship between Transformational Leadership and Employee Engagement
    (Saudi Digital Library, 2023) Alahmadi, Amani; Kwon, Bora
    This research explored the intricate connection between Transformational Leadership, Employee Engagement, and the role of Work-Life Balance in mediating this relationship. Drawing data from 151 complete responses of academics from various Saudi universities, the study discovered significant correlations. Specifically, transformational leadership was found to be a crucial factor in enhancing employee engagement and positively influencing work-life balance. Furthermore, it was found that a positive Work-Life Balance significantly boosts Employee Engagement. Most crucially, the study established Work-Life Balance as a pivotal mediator in the relationship between Transformational Leadership and Employee Engagement.
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    Perceptions of Saudi university graduates on employability skills in the Saudi curriculum and teaching practices: A questionnaire-based study
    (Saudi Digital Library, 2023-09-29) Aldawsari, Sarah; Mann, Robin
    One of the key and current issues Saudi Arabia has been facing is the increasing unemployment, which is partially fuelled by the mismatch between graduate skills and the employer’s employment requirements and qualifications. This problem coincides with Saudi’s adoption of Vision 2030 where the key aim has been to redesign Saudi’s education by integrating the curriculum with crucial skill factors that can help students and graduates transform Saudi from an oil-dependent economy to a skill-dependent economy. With Saudi Arabia’s increasing focus on aligning higher education with dynamic labour market needs, this study explores university graduates’ perspectives on the integration of employability skills into curricula and teaching practices. While existing research concentrates on employer demands, insights from graduates’ skill development journeys remain limited. This quantitative study surveyed 187 Saudi graduates to address this gap. These graduates were drawn from different groups across Saudi Arabia where primary inclusion criteria were being a Saudi university graduate, weather they are employed or unemployed. Quantitative research was founded on the premise that it is possible to quantify some events, supported by probability sampling, in which each member of the target population has an equal chance of being chosen. Participants for this study were recruited utilizing a random sample method, first using online platforms and subsequently through a snowball strategy that involves reaching out to a wide range of Saudi university graduates. Analysis of Likert-scale questionnaire data using descriptive statistics provided insights into graduates’ perceptions of skill importance, preparation confidence, teaching efficacy, and curricula relevance for employability. Findings reveal strong recognition of critical skills like communication and teamwork, but lower confidence in competencies like creativity and emotional intelligence. While reasonably satisfied with curricular skills integration, graduates see room to improve teaching practices and consistency in development opportunities across domains. Targeted initiatives addressing perceived gaps, informed by graduates’ perspectives, can strengthen alignment between university preparation and dynamic workplace requirements. One of the key recommendations is to integrate interdisciplinary modules focused on design thinking, emotional intelligence development, and creative problem-solving which will play a crucial role providing students with well-rounded and holistic skillsets. This pioneering study provides vital baseline understanding of graduates’ employability education experiences to inform policies, curricula, and teaching practices aimed at enhancing graduate outcomes.
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    The Experiences of Female Accountants in Saudi Arabia: An Examination of The Relaxation of The Laws Related to The Rights of Women in Employment Leading into The New Vision 2030 Strategy
    (Saudi Digital Library, 2023-10-30) Alghasham, Ola; Phan, Duc; Kend, Michael
    This study investigates the barriers facing Saudi women in entering the accounting profession, which is dominated by men. It explores the impact of the Saudi Vision 2030 on increasing female workforce participation and the resulting pressure on the accounting profession. Qualitative methods were used, including 37 interviews with accountants, policymakers, graduates, and academics. While women do face some obstacles, the study found that governmental pressure on companies to employ women and the easing of certain laws, such as driving and guardian laws, have made it possible to overcome these barriers. The Ministry of Human Resources and Social Development (MHRSD) and the Saudi Organization for Chartered and Professional Accountants (SOCPA) have made efforts to support female accountants, including Saudization, reducing working hours, and increasing minimum wages. SOCPA has also introduced new professional certificates and signed agreements with some Saudi universities to provide student discounts for educational resources for the SOCPA license.
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