Saudi Cultural Missions Theses & Dissertations

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    Exploring Contextual and Individual Factors that Shape English Language Teachers’ Perceptions and Experiences around Professional Development Programmes in a Saudi Female University Context: The role of professional identity, agency, and emotions
    (University of Southampton, 2024-07-30) Eshgi, Hadeel; Baird, Rober
    Understanding teacher identity is an essential aspect of teacher development (Cross, 2006), and there is consensus that a teacher's professional identity is influenced by internal factors, such as tensions and emotions, and by external factors, such as context and experiences, placing teacher identity in a position of constant change (Nguyen, 2017; Pillen et al., 2013; Subryan, 2017). Emotions constitute an essential element of teachers’ work and identity, and have a significant effect on identity and its shaping (Hargreaves, 2001; Nias, 1996; Sutton & Wheatley, 2003). The concept of agency is also embedded in considerations of teacher identity and emotion (Vloet and van Swet, 2010), especially in contexts characterised by mandatory professional development practices and restrictive classroom policies, as is the case in this research context. Teacher education programmes play a crucial role in shaping teachers’ agency, and can be integrated into identity performances and constructions (Lai et al., 2016; Lasky, 2005; Priestley et al., 2012), and professional development is a prominent and institutionalised element of the context investigated in this study. Therefore, the aim of this study is to explore the role and impact of professional development in the environment in which these teachers operate, and this is explored in relation to teachers' professional identity, agency, and emotions. This study investigates Saudi teachers working in the English Language Institute at King Abdulaziz University in Saudi Arabia, where professional development and educational policies play a distinctive role in student and educator experiences. It aims to provide a holistic, phenomenological account of the intersecting elements that are influential in this educational context. To supplement the phenomenological methodological framework, I drew on Bucholtz and Hall’s (2010) identity framework, Wenger’s (1998) conceptualisation of trajectory in communities of practice, and Lazarus’s (1991) emotion’s theory to provide a theoretical and analytical focus for the study. The method for this phenomenological qualitative study involved observation of professional development training, and narrative and semi-structured interviews of six female English language Saudi teachers. The findings provide valuable insights into how teacher identity is shaped and reshaped by teachers positioning themselves in relation to different elements within the context, indexed particularly through metaphors, and through processes of distinction from and adequation towards others. The findings demonstrate the influence of context, culture, and individual positioning on teacher identity, agency, and emotions, as well as the effect of agency and emotions on teacher identity. This effect is not a one-way process, and should instead be seen as an interrelationship between teachers’ identity, agency and emotions, and this interaction is what constructs and reconstructs teacher identity over time. Overall, this study contributes to our knowledge of how university English language teachers, operating in a context where professional development and policy play distinctive and dominant roles, operate with their own cultures, roles, and expectations, enabling them to engage with both restrictive and developmental practices in different and unexpected ways. Themes around relationality and roles show how teachers respond, often consciously, to different stimuli that require them to negotiate and align elements of their identities, emotions, and agency, which is not always easy and is characterised by change over time. This occurs in ways that require cultural awareness and qualitative insights to understand and interpret.
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    Emotions within a social context of group adventure holidays: a tourist perspective
    (University of Nottingham, 2024-07-19) Alotaibi, Somaiah; McCabe, Scott
    This thesis examines tourists’ emotions within the context of group adventure holidays. Despite extensive research on emotions in tourism and marketing, little is known about the social aspect of emotions in shared consumption contexts. By examining emotions in group holiday, this study addresses previously ignored aspects of the experiential perspective of consumer behaviour. In particular, it explores the ways in which emotions are expressed, communicated, and experienced in group adventure trips. Adventure tourism as an experiential consumption encounter presents a context rich in emotions, and this study investigates (i) how individual emotions are influenced by the social context of a group tourism experience; (ii) how emotions are communicated in a group tourism experience, and the role of social interaction in this process; (iii) how the expressed emotions of others interact with an individual’s own felt emotions; and (iv) which emotions tourists attribute to the group tourism experience within an adventure holiday setting. This thesis adopts an interpretive methodology to uncover the participants’ meaningful experience of emotions. The study employs semi-structured interviews with 32 Saudi tourists to develop a detailed understanding of their subjective experiences within a specific social context. Thematic analysis was used to generate themes from the data to answer the research questions. The findings demonstrate that tourists’ emotional experiences are shaped by the interplay between the individual's personal and social processes of emotions. Emotions are expressed and communicated by emotional expression, social interactions, and behaviours, and facilitated by five social context dimensions: group diversity, social escape, supportive environment, socialisation; and the perception that other group members are authentic. The presence of both positive and negative emotions is identified, and the emotional experiences of joy and freedom, fear and thrill, and frustration and annoyance are shown to be both prevalent and attributed to the group adventure holiday. In this context, it is noteworthy that fear and thrill are perceived as pleasant and peak experiences. The study also finds that positive emotional contagion tends to be more evident in group adventure holidays and significantly influences group bonding and cohesion. The findings also show that emotional experiences are complex and interconnected, and their appraisal dimensions differ based on the context in which they occur, with several appraisal combinations contributing to the elicitation of emotions in group adventure holidays. The main contributions of this thesis are fourfold. First, this study contributes to the experiential perspective of consumer behaviour by providing an in-depth understanding of emotions within a shared consumption context. It focuses on the role of the social context in tourist emotions. Second, it contributes to tourism literature by identifying how emotions are experienced, expressed, and communicated in group adventure holidays, thereby highlighting the significant processes through which emotions are shaped in a specific context. Third, it identifies context-specific emotions attributed to group adventure holidays, highlighting their nuances, and the role of cognitive appraisal in shaping them. Fourth, it contributes to the literature in tourism and marketing by providing an understanding of the forms of emotional contagion and its role in the context of group adventure holidays. This research also has practical implications for the tourism industry. It provides valuable insights to inform tourist experience design and management and enable tourism providers to tailor their offerings to better meet consumer needs. The implications for future research are also considered.
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    The Influence of Brands’ Logo Colours on Consumer Emotions and Luxury Perceptions: A PAD Model and Theory of Colour Perspective
    (University of Dundee, 2024-01-31) Jamil, Mohammad Hamad M; Dinnie, Keith; Pathak, Abhishek
    In this era of competition and modernisation in the luxury industry, luxury brands face wide problems entering a new market when using old logo designs. Designing a distinctive logo is complicated because it comprises different elements, such as shape, colour, and typeface, and each element can convey a different understanding of a brand. Hence, colours are an important logo element, and they may significantly associate with consumers’ emotional state and luxury perceptions. Thus, it is more important to investigate and conclude the impact of colours in a brand logo on consumers’ emotional state and perception towards luxury brands. The present study aims to investigates the influence of brands’ logos in colour hues, high/low saturation, and high/low value on consumers’ pleasure, arousal, dominance emotion state (PAD) and luxury perceptions, which is done by employing the theory of colours and PAD model. A cross-sectional method was administered; in total, 586 respondents participated. Structural equation modelling techniques via SmartPLS software was applied to test the hypothetical relationship between constructs. The findings indicate that the brands’ logo in a colour hue positively impacts consumers’ pleasure, arousal, dominance emotional state and luxury perceptions. Brand logo colours with a high saturation negatively impact consumers’ pleasure, emotional state, and luxury perceptions. Hence, the researcher confirmed the positive impact of brand logos in high saturation on a dominance emotional state. Brand logos with a high value positively impact consumers’ pleasure emotional state. Therefore, a brand’s logo in low-value colour positively impacts consumers’ arousal and dominance emotional state and luxury perceptions. However, the pleasure emotional state positively impacts consumers’ luxury perceptions. Surprisingly, arousal and dominance emotional state negatively impact consumers’ luxury perceptions. In addition, the researcher also investigated the mediating role of pleasure, arousal, and dominance emotional state, where pleasure mediates the relationship between brand logo in hue, high saturation, high-value colour and luxury perceptions. Here, arousal and dominance emotional state does not mediate the relationship between brand logo regarding hue, high and low saturation, low- value colour and luxury perceptions. The present study extends the marketing literature by explaining and justifying how colour hues, high/low saturation and high/low value influence consumers’ emotional states and luxury perceptions.
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    CODE-SWITCHING IN THE EMOTIONALNARRATIVES OF BILINGUAL SPEAKERS OF ENGLISH AND ARABIC
    (ProQuest, 2023-12-20) Alruwaili, Yasmeen; Coles, Felice
    This study explores code-switching (CS) in the emotional narratives of bilingual speakers of English and Arabic. Exploring the immigrant Arab community in Mississippi, USA contributes to the literature gap and provides valuable insights into the correlation between code- switching and bilingual identities in various emotional, social, and cultural contexts. This study examines the complex relationship between linguistic choices, cultural identity, and emotional expressions in bilingual contexts, offering cross-linguistic and cross-cultural insights into code- switching practices. It also seeks to investigate the types of linguistic structures that appear in the narratives of bilingual speakers and the reasons behind their choices. In order to carry out this research, a three-task qualitative methodology was used: a questionnaire to collect personal and linguistic background information, observation of an emotional narrative, and semi-structured interviews to accomplish the research goals. Hymes' SPEAKING Model (1967) is used in conjunction with thematic analysis (Clarke & Braun, 2017) and the Matrix Language Frame (MLF) (Myers-Scotton, 1993) to analyze the contexts and patterns of code-switching, as well as the reasons, types, and structures of code-switching used in emotional narratives. Findings reveal that social and cultural factors play a significant role in language choice and CS in bilingual speakers of English and Arabic. The reasons for CS vary depending on the context of communication, the topic, interlocutors, and the language proficiency of speakers and interlocutors. Bilingual speakers alternate between English and Arabic to convey emotions, showcase their cultural and social identity, adhere to cultural norms, and expectations. The linguistic findings show three types of CS occur in the narratives of bilingual speakers: inter-sentential, intra-sentential, and extra-sentential CS. These types of CS appear in different structures, which all pertain to the language proficiency levels in both English and Arabic.
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