Saudi Cultural Missions Theses & Dissertations
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Item Restricted EXPLORING HOW MEDIA AND FILM PORTRAY THE SOCIAL LIFE OF AUTISTIC PEOPLE(University of Essex, 2024-09-13) Alowa, Rayan; Busfield, JoanThis research highlights gaps in literature by exploring how fictional and non-fictional media portray the life trajectories of autistic people by examining the primary objectives in movies, TV shows, and documentaries. This research uncovers contradictions and stigmatization of autistic individuals, comparing these portrayals to existing literature. It highlights topics such as autistic adults navigating university life, transitioning to work, and forming intimate relationships. This research fills a gap within the literature, as this type of objective analysis has not been previously conducted in an academic setting. Through discourse analysis, the research explores how both fictional and non-fictional media shape social norms and generate stigma toward the autistic community. Unlike current literature, which focuses on why people on the autism spectrum1 are portrayed stereotypically, this research evaluates how they are depicted in fictional media using DSM-5 diagnostic criteria. Nine movies, TV shows, and documentaries were selected based on specific criteria, including representing at least one autistic character, to evaluate how they are depicted on TV. The research follows themes of a pre-established formula by Dr Baker (2008) known as “The Autistic Formula” to guide the evaluation of autism depiction of stereotypes in fictional media. Thus, by understanding how autistic individuals are portrayed in fictional media, this research sheds light on the social life experiences of autistic people.18 0Item Restricted Using the Concept of Work Alienation as a Lens to Explore Academic Females’ Experiences at King Saud University(University of Leeds, 2024-01-16) Alothaim, Dunya Mohammed A; Grugulis, Irena; Umney, CharlesThe purpose of this research was to explore the experience of Saudi women working in academia by using the concept of alienation as a lens. With this aim, there were three research questions: • To what extent, and in what ways, are dimensions of alienation relevant in understanding the situation of women in academia in the Kingdom of Saudi Arabia? • How do women working in academia in Saudi Arabia experience gender segregation? • How are these dynamics affected by the new ways of working (notably, Saudi Vision 2030) and the technological innovations introduced as a result of the Covid-19 pandemic? The paper begins with a literature review, which established the starting point for answering the research questions. After that, a qualitative methodology was selected to collect and analyse the research data. Data collection took place via face-to-face and Zoom interviews. The study comprised 33 female academics working at King Saud University. Ten of those interviewees were interviewed more than once to collect more data about the Covid-19 pandemic. Thematic analysis was used to highlight codes and develop themes from the data. The results and discussion show that alienation is a valuable concept in exploring phenomena related to women in the workplace. Academic careers were found to have positive features, but these were based on employees’ culturally determined points of view. Aspects such as the level of autonomy enjoyed by the participants, the degree to which they felt they were under control and their sense of meaningfulness is better identified from employees’ perspectives within a specific context. The results also indicate that negative feelings, such as sadness, should not always be understood as a sign of alienation. In contrast, sadness and tiredness arose in informants as an indication of high engagement with their work. Further recommendations include more exploratory studies to enrich the concept of alienation and to provide organisations with an understanding of specific issues rather than just symptoms.9 0Item Restricted EFL Reading Difficulties at the University Level in Saudi Arabia: its Cases and Remedies(Saudi Digital Library, 2018-03-15) Alajlani, Ali; Tenbrink, ThoraEnglish is utilized as an instruction medium in majority of Saudi Arabian universities in such departments as English, computer or medical sciences. Students in these departments, especially those studying English, are expected to attain such level of language proficiency for easy reading and understanding of different English text types to fulfil certain requirements. However, this has proved to be very challenging. This study investigated difficulties faced by EFL students and teachers when they read English texts. Forty students and five teachers of EFL were purposively selected as a representative sample from the Umm al-Qura University English Language Department and Al-Qunfudhah University College, Mecca, Saudi Arabia. A quantitative method was used in the study where various instruments were used to collect quantitative data. The results of this study show that there are no significant differences between year two and final year students reading ability of both expository and narrative texts. Firstly, findings indicate that teachers agree that expository texts are difficult for students to understand. Secondly, text types and background knowledge are pivotal in the reading and comprehension of narrative and expository texts. Thirdly, all the student participants strongly agree that narrative texts are difficult for them to understand. The result also suggests that the students’ reading comprehension difficulties are not necessarily influenced by the text type variable. Additionally, the comprehension was also independent of the academic level of the students. These findings further suggest that there could be inappropriate approach to teaching, transfer of L1 literacy, and insufficient exposure to L2 texts. All these have implications for designing EFL reading programs and for teacher education and training. In conclusion, the study posits that reading English texts in an EFL context is intricate in nature, yet purpose bound. It puts linguistic, affective and cultural demands on EFL students. Their inability to appreciate the nature, goals and demands of reading English texts usually leads to comprehension difficulties. Nevertheless, these problems can be surmounted if EFL students follow practical and classroom procedures.9 0Item Restricted Digital Citizenship in the University of Hail(Saudi Digital Library, 2023-10-31) Altamimi, Taghreed; O'Toole, John Michell; Imig, Scott; Buchanan, RachelThe transition to a non-oil-based economy in Saudi Arabia under Vision 2030 is a major undertaking that will require a significant shift in mindset and skillset. A potential hindrance to this transition could be the lack of digital citizenship skills among faculty members in Saudi universities. To address this, Saudi universities need to play a lead role in preparing the next-generation workforce for the digital age. Therefore, it is important to explore the knowledge of and application of digital citizenship in Saudi universities and its relevance to Vision 2030 by examining the opinions of faculty members about the concept of citizenship and the extent to which they apply digital citizenship skills. A sequential mixed-method approach was used, including document analysis and a survey of 303 faculty members that examined the implementation of digital citizenship skills and their demographic dimensions and experience. Additionally, semi- structured interviews with 11 faculty members were conducted to identify the most prominent obstacles and opportunities for building digital citizenship skills. Findings indicate the document analysis finds a strong correlation between digital citizenship skills and Vision 2030 goals. Also, there is a high level of awareness and understanding of digital citizenship among faculty members. However, low implementation of some digital citizenship skills. Additionally, this thesis identifies factors related to infrastructure and educators that influence the implementation of digital citizenship. The research also explores opportunities for building digital citizenship skills, highlighting the importance of digital citizenship in advancing Vision 2030 in Saudi Arabia. By exploring the relationship between digital citizenship and Vision 2030, this research offers valuable insights that can guide higher education policies and practices. It underscores the inextricable link between digital citizenship and the broader national goals, emphasizing the crucial role these skills play in contributing to the success and sustainable development of Vision 2030. The study's insights provide a roadmap for higher education institutions and policymakers of digital citizenship skills into the Vision 2030 framework, fostering a more digitally aware and responsible citizenry poised to drive the nation's future growth.56 0Item Restricted A PROPOSED TRAINING PROGRAM EXPLORING THE FIRST WEEK EXPERIENCE OF STUDENTS WITH DISABILITIES AS PERCEIVED BY STUDENTS, THEIR TEACHERS, AND ADMINISTRATIONS AT JAZAN UNIVERSITY IN SAUDI ARABIA(Pensilvania State University, 2023-08-01) Almohammed, Sali; Brendel, William; Yoon, Hyung JoonEducation is crucial to every individual’s academic, social, and personal development. While recent years have shown a remarkable gain for people with disability, serious roadblocks still exist in society, most importantly, in the education system as they proceed on the path to equality. Disability is still the most indicated basis of discrimination under the code of human rights claims in Saudi Arabia, with significant systemic issues raised in education. The study aimed to examine the challenges faced by students with disabilities and identify the resources and support available to them. Furthermore, it sought to understand the attitudes and perceptions of teachers and administrators toward disabled students. The current study was conducted using exploratory narrative research, combining descriptive and explanatory research paradigm. The current research examined the experiences of disabled students and their teachers and administrators. The study focused on the students, administrators, and teachers of Jazan University in Saudi Arabia's South. The study was conducted to understand how disability affects students, teachers, and administrators during the first week of campus life. The data collected through interviews was used to analyze the impact of disability on students during their first week on campus. The researcher conducted 12 interviews, four from each category of participants (disabled students, administrators, and teachers (faculty). Thematic analysis was adopted to analyze the data. Four themes were extracted from the data —Social inclusion, accessibility and accommodations, institutional support, and attitudes toward disability. Every stakeholder who participated in the study is considered very educated and has a sense of issues regarding disability. The study highlights areas where improvements can be made to university premises globally and in Saudi Arabia, particularly to be more inclusive and supportive of students with disabilities. The findings of this study can be used to provide resources and support for disabled students to ensure that they can have a positive experience in their academic life. The findings offer significant implications for the Saudi education policy and practice in higher educational institutions to provide equal opportunities and education to students with disability.54 0