Within the context of a wide and structural transformation of the educational system within the Kingdom of Saudi Arabia, the issue of privatization remains a relatively new phenomenon. As it stands, the vast majority of higher education institutions continue to be run by the state. However, this situation has led to an increasing number of debates about the ability of the current higher education system to meet modern educational standards, and produce graduates that are able to compete and succeed in the present labour market. The quality output of higher education is a particularly pressing issue for the country, given that Saudi Arabia currently faces an ever-increasing problem of integrating a large youth segment of the population into the requirements of the modern labour market. Critics contend that, both in terms of their management and their governance, higher education in the Kingdom is outdated. Excessive government control is seen as a key factor that is inhibiting the current higher education institutions from having the autonomy and flexibility required in order for them to succeed. This thesis set out to examine and gain a better understanding of the management practices used within the University of Business and Technology (UBT) in Saudi Arabia. In order to do this, it focused on three core areas: approaches to management by senior management at UBT, the view and experience of the academic staff in how such approaches are applied, and UBT‟s relationship with the government of the Kingdom of Saudi Arabia and the broader social environment that exists in the country.

In today's world, knowledge is power; it is the capital that has the ability to transform nations. The Kingdom of Saudi Arabia (KSA) has oil, giving it huge revenue that can be invested into the development of the country. Despite the massive expenditure to develop Saudi higher education, the question of the quality of teaching and learning is still debatable (Alkhazim, 2003). In particular, the low level of English language competency among the graduates of many higher Saudi higher education institutions is of concern to observers, as these graduates are not confident in using the global lingua franca that is widely used in international higher education as well as in the production of knowledge. The aim of this research is to explore student learning experiences in the English as a Foreign Language (EFL) programme in Qudar University for Health Science (QU-HS) in KSA from three perspectives. The first is the institutional influence of QU-HS on student learning experiences using aspects of institutional theory. The second analysis examines the students' family educational background, using the notion of cultural capital. The final viewpoint is provided by analysing students' interaction with the teaching approaches used in the EFL programme in this university. Thus, the main research question of this study is ‘How do students experience teaching and learning in the EFL programme in QU-HS?' In order to address this research question, a case study approach within the paradigm of interpretivism was used. The data was obtained through semi-structured interviews and observations of teachers and students. Documents related to the context of the study were gathered and analysed. The data was collected and analysed in accordance with the three main themes: the policies of QU-HS in relation to the EFL programme, students' family backgrounds, and the teaching approaches used by EFL teachers in the programme. The first key findings of this study came from the analysis of the policies that the university adopted in relation to its EFL programme. It was found that these policies influence: (1) the use of English language as the medium of instruction and communication, (2) the different provisions of the EFL programme, and (3) the recruitment of EFL instructors. These policies have impacted on the EFL programme and this then affects the students' learning experiences. The second set of key findings emphasised the influence that family educational background has on the students' learning experiences in the EFL programme. The absence or presence of a family educational background significantly influences the way students approach their learning. The final key findings of this study stress the significant role played by teaching approaches in shaping the students' learning experiences. The Communicative Language Teaching (CLT) approach encourages active engagement and more independent learning practices, whilst the Grammar Translation Method (GTM) ascribes a more passive and teacher-dependent nature to the way students learn. Such teaching approaches impact differently on the students depending on how students approach their learning. The findings of this study will contribute to the debate about teaching and learning in Saudi higher education by raising awareness about learning and the factors influencing the students' learning experiences in this specific context, which could then be used to inform studies in other contexts. Also, the conclusion of this study will help to inform future programme planning as well as EFL teacher training in Saudi higher education and elsewhere. This study highlights to the research community the importance of exploring teaching and learning in Saudi higher education and suggests avenues for further research which can contribute to theories of teaching and learning in higher education.

In the light of falling oil prices, the Kingdom of Saudi Arabia (KSA) has launched a multifaceted vision for 2030 that seeks to modernise the country's economy and diversify its revenue base. A key goal of this vision is developing the country's education system in general and higher education in particular (Reardon, 2016; Vision2030, 2016). The government is determined to achieve inclusive and equitable quality education for all its citizens. Within this context, there is an increased focus on improving the quality of English language teaching and learning in higher education institutions and in the education system generally. However, the lack of essential linguistic and pedagogic skills amongst many Saudi graduates remains a major concern (Albaiz, 2016; British Council, 2016). The aim of this thesis is to investigate students' learning experiences in an undergraduate English as a Foreign Language (EFL) programme at City University (CU), KSA from three different perspectives. The first viewpoint draws on Bourdieu's notions of field, capital and habitus to examine the influences that CU as an institution has on teaching and learning in the EFL programme. The second perspective uses the concept of cultural capital to analyse the influence of family educational background on students' learning. The third perspective provides insights into the teaching approaches adopted by EFL lecturers and the effects these approaches have on students' learning. Thus, this study is guided by one main research question: How do students experience learning in the undergraduate EFL programme at CU? The study uses a qualitative case study approach. Data was gathered from multiple sources: namely, semi-structured interviews with students and lecturers, observations, and a documentary review. The analysis is based on the three research sub-questions that guide this inquiry. The key findings related to the first perspective highlight the ways in which CU's institutional policies and practices impact teaching and learning in the EFL programme. The analysis reveals that CU defines its capital as ‘accessible higher education', which translates into large numbers of students enrolling in its colleges and departments each year. As a result of this open admissions policy, the College of Arts and Humanities (CAH) has been forced to lower its entry requirements to the EFL programme in order to accommodate the number of students. This has resulted in the admission of students who do not possess the minimum entry requirements, and has adversely affected the quality of education in the EFL programme, as manifested in relation to class size, student-teacher relations, the use of English in teaching, and assessment practices. The second set of findings analyse the influence of family educational background on students' learning experiences. The findings indicate that this background plays an important role in students' success in the EFL programme. It was found that families with higher education backgrounds use their learning experiences and resources to support their children's education. The findings further demonstrate that students from families with no higher education background and a lack of cultural capital have low levels of English language competency. As such, many of them struggle with the linguistic and academic demands of the programme. The third set of findings reveal the influence of teaching approaches on students' learning experience. The findings show a distinction between native English speaking (NES) and non-native English speaking (NNES) lecturers in relation to their teaching approaches and interactions with students. It was found that NNES lecturers adopt a teacher-centred approach in their teaching which minimizes students' interactions. Many students were critical of such practices and felt that it denied them the opportunity to develop their language skills. In contrast, NES lecturers use a student-focused approach and integrate communicative practices into their teaching. These lecturers emphasise the importance of building positive relationships with the students in order to facilitate their learning. Generally, students reacted positively to such practices and were more encouraged to participate in the classroom. This study provides important insights into students' learning experiences in higher education in general and EFL programmes in particular. It contributes to existing debates and literature on EFL teaching and learning in higher education, particularly in KSA. The study also provides important suggestions for policymakers to consider, and recommendations to CU and its faculty members, and for further research.

No description available.

The objective of this research is to participate in improving the quality of education in the Kingdom of Saudi Arabia (KSA) by developing the skills of Saudi female science teachers in writing higher cognitive demand (HCD) questions of exemplary quality. It is an evaluative study that follows the descriptive method of research design by depending on a combination of both quantitative and qualitative inquiry. Therefore, various instruments for collecting data were employed. The sample size of 409 represents all of the female science teachers who work in the girls' schools in the urban area of Al Ahsa, a city in KSA. A suggested program called HCD/CAIAT is introduced and the main objective of the present evaluative research is to examine this project's functional potential to improve the researched sample related practices. The project includes an innovative software package, the Computer Aided Item Analysis Technique (CAIAT) designed purposely for this research in the Arabic language to provide the sample teachers with the two parameters of classical item analysis that indicate the strengths or weaknesses of a test question (difficulty and discrimination). This package is introduced through a training course that also trains the teachers in skills of question construction and teaching on HCD level. The CAIAT is intended to stimulate the teachers' professional development (PD) by raising their awareness of the validity of their HCD test items and encouraging/assisting them to improve their HCD questions over time which is anticipated to help improve their instruction. This concept of utilising CAIAT for improving teachers' practices is breaking new ground and establishing a basis for further development in the field of study. The main purpose of the research is to answer the following two major questions. The first is to what extent can the HCD/CAIAT project assist female science teachers in Saudi schools to improve their ability to analyse their test questions, so as to write exemplary HCD test items and to teach at HCD level (Effectiveness dimension)? And the second is, to what extent could this be reflected in their on-going practice both for the test construction and for teaching (Adoption dimension)? The findings have indicated that the sample teachers' prior background in the researched concepts and skills (HCD and IAT) are limited. However, the effectiveness dimension findings showed that the teachers have successfully acquired all of the project's abilities/skills: knowledge of HCD concepts, skills of writing HCD instructional objectives and HCD questions, and using/utilising CAIAT successfully for assessing their test items. For the adoption dimension, the HCD/CAIAT package was successful in encouraging the teachers to adopt HCD and IAT which was a result of the successful role of the CAIAT software in stimulating the teachers' PD for learning (on their own) how to improve their assessment skills for HCD levels. Furthermore, the research has identified ten study variables, which are the teachers' background characteristics, in order to test the statistical significance of their role in the reported differences amongst the results found for the various aspects measured by the research data collection instruments. These teachers' characteristics are: educational qualification, prior training on test construction skills, prior training on IAT, key stage (intermediate/secondary), level of graduation (GPA/equivalent), years of experience in teaching, specialisation subject, prior experience in using computers, possess of a PC at home and ability to use some mainstream software packages. Statistically, the impact of these variables on the teachers' acquisition or adoption of the project's concept and skills was found very limited; which supports generalizability of the research findings. It is recommended that the Ministry of Education (MoE) at KSA adopt the HCD/CAIAT package in order to encourage all KSA female science teachers to tackle HCD levels in their instruction and assessment, which is very likely to have a positive impact on their efforts in teaching thinking and inducing creativity. Ten other recommendations were also suggested.

This is an investigative action research study on ways of improving the reading comprehension skills of Arabic medical school students. The study first analysed the difficulties of teaching and learning English and reading in English in a Saudi university medical college. An intervention was planned and implemented based on Collaborative Strategic Reading (CSR –Klingner and Vaughn, 1996). This involved using group work to teach explicitly a set of reading strategies to a class of students who had failed their first year examinations. The process and outcomes of this intervention were analysed through mainly qualitative research methods including: semi-structured interviews which were audio taped to explore students' reading habits, field notes and video and audio taped observations to examine students' interactions while reading, the results of the reading comprehension test taken at the end of the course, and a questionnaire of students' perceptions completed after implementing collaborative strategic reading. The results of the first action research cycle suggested that CSR had enabled these students to improve their reading comprehension considerably. However, the analysis also revealed some issues about the group work on which this was based, suggesting that improved interaction in groups might enable students to make better use of the CSR strategies. A second cycle of action research, this time with a different class of first year students, was therefore enacted including group work training using the idea of exploratory talk (Mercer 2000) alongside CSR to help students to think more critically and constructively. Analyses revealed significant findings. First, CSR had a positive improvement on students' learning by boosting their learning strategies. Second, students were able to build on the structure of CSR and gained other collaborative skills. Third, students reported positive feedback about CSR and its strategies and changed their views about group work and its efficacy in the classroom. Moreover, when CSR was combined with exploratory talk the group work became more critical and productive. However, analysis of data from group work transcripts suggested that Mercer's typology, developed with British children, may not be so useful for Arabian students working with English as a foreign language. The sociolinguistic context means that a different typology is required and the thesis suggests one appropriate to Saudi students who are studying English for a specific academic and professional purpose. The findings offer a framework for developing reading comprehension through group work and combining it with exploratory talk. The thesis has implications for those in similar contexts to the research site and makes some practical recommendations. It also raises questions about conducting action research in this context and engages with micro and macro political issues related to the purpose of teaching and learning English in the college and how they limit teaching and learning practices.