The Saudi taʿawuni insurance model, despite claiming to be compatible with Islamic transactional rules, in fact violates the prohibition of gharar (risk) through its commercial structure. The study investigates the ways in which gharar (risk) is accommodated in modern insurance models. It argues that the most appropriate solution to comply with the doctrine of gharar, is to de-commercialize the taʿawuni model by adopting the mutual insurance model, which is capable of satisfying the requirements of sharia relating to the prohibition of trading in gharar

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The Saudi taʿawuni insurance model, despite claiming to be compatible with Islamic transactional rules, in fact violates the prohibition of gharar (risk) through its commercial structure. The study investigates the ways in which gharar (risk) is accommodated in modern insurance models. It argues that the most appropriate solution to comply with the doctrine of gharar, is to de-commercialize the taʿawuni model by adopting the mutual insurance model, which is capable of satisfying the requirements of sharia relating to the prohibition of trading in gharar

Before the discovery of oil Saudi Arabia's economic structure was limited, and the majority of the population was engaged in herding and agriculture. Social life was also very simple. The Saudi economy has made tremendous strides since commercial oil production began in 1938. A series of national development plans was formulated, and the government has devoted considerable attention to the improvement of education, the Bedouin lifestyle, and many other aspects of society. Chapter I of this thesis presents background information about Saudi Arabia, and Chapter II outlines the development of its oil resources. Chapters III, IV, and V describe Saudi Arabia's family life, its educational system, and its nomads. Chapter VI offers a summary and suggestions for enhancing future development in the kingdom.

This dissertation analyzes transformation in early 21st century educational practice through the lens of information technology (IT) use at a private, women's university in Jeddah, Saudi Arabia. Academic and extracurricular Internet use, which is enabled through ubiquitous mobile devices, students' attitudes toward information and communication technology (ICT), and the nature and purpose of their activities in social network sites (SNS) will be discussed alongside critical analysis of peer-to-peer teaching and learning in relation to knowledge production and educational practice. Richly ethnographic discussion delves into emerging global education paradigms that are (re)configuring the experience of women's higher education in Saudi Arabia and influencing women's participation in public, economic, and political spheres from which they might have been previously excluded. This dissertation also seeks to engage bigger questions about young people's intimate relationships with ICTs and the nuances of the networked spaces in which they experience life online as students and citizens coming of age as members of the digital generation.

Tertiary teachers who travel to another country for professional development encounter difficulties studying in different cultural and educational contexts. This research study investigated how Saudi Arabian teachers of adult learners experience learning about teaching during a New Zealand professional development course. It is part of a larger investigation into ways to improve curriculum design for in-service teacher education short courses for international teachers. A single case study was undertaken to investigate the views of a group of male Saudi Arabian teachers from tertiary technical institutions while in Aotearoa New Zealand to learn the English language, computing studies and adult education. An interpretive, participant observation method was used involving group interviews, written questionnaire, and personal journal. Focus groups were conducted at the beginning and end of the professional development programme to solicit pre-course expectations, identify post-course views of the in-service teacher education programme, and seek suggestions for improvements for future courses. Using a grounded theory approach, a coded analysis of the findings was conducted drawing out emergent themes from the participants’ comments. The findings were grouped into four tensions experienced by the participants. These included, the priority given to learning English language over improving their teaching skills; responding to boredom and lack of student engagement, and difficulties managing student behaviour as part of the student-teacher relationship; a desire to learn new practical teaching methods, rather than being taught the theory of teaching and learning; and differences between the Saudi Arabian and New Zealand learning environments. Responses to these tensions are discussed alongside a framework for high quality learning activities and implications are drawn for improving inter-relationships between teacher and learner. A mismatch was identified between prior expectations and assumptions by the participants and the actual design of the curriculum. Cultural issues are discussed in the context of different educational worldviews, including the status and roles of the teacher in Western and Arab societies, employing a critical pedagogy, and curriculum design for teacher professional development. A model is proposed of deliberate acts of culturally responsive teaching which may assist teacher educators in higher education and support the sustainability of in-service professional development for international teachers.

The focus of the research is to improve the security of information systems in Saudi Arabian knowledge-intensive organisations by raising the awareness level among all types of information system users. This is achieved by developing a culturally aware information security framework that requires the involvement of all types of information system user. Saudi Arabia has a unique culture that affects the security of information systems and, hence, the development of this information security framework. The research uses Princess Nora bint Abdul Rahman University (PNU), the largest all female university in Saudi Arabia, as a case study. The level of information security awareness among employees at Saudi Arabia Universities was tested. Surveys and interviews were conducted to gather data related to the information security system and its uses. It was found that most employees in Saudi Arabian organisations and universities are not involved in the development of any information security policy and, therefore, they are not fully aware of the importance of the security of information. The purpose of this study is to develop a cultural aware information security framework that does involve all types of employees contributing to the development of information security policy. The framework, consists of nine steps that were adapted, modified and arranged differently from the international best practice standard ISO 27K framework to fit the unique culture in Saudi Arabia. An additional step has been added to the framework to define and gather knowledge about the organisations population to justify its fit into the segregated working environment of many Saudi Arabian institutions. Part of the research objective is to educate employees to use this information security framework in order to help them recognise and report threats and risks they may encounter during their work, and therefore improve the overall level of information security awareness. The developed information security framework is a collection of ISO 27k best practice steps, re-ordered, and with the addition of one new step to enable the framework to fit the situation in Saudi Arabian segregation working environments. A before-assessment methodology was applied before the application of the culturally aware information security policy framework between two universities, Imam University which has ISO27K accreditation and PNU, the case study, to measure and compare their users information security awareness level. Then, an after-assessment methodology is used to demonstrate the framework effectiveness by comparing the level of awareness before the application of the culturally aware information security policy framework with the level of the awareness knowledge gained after the application.

The intent of this explanatory sequential mixed-method study is to examine Islamic teachers thoughts on improving critical thinking skills in elementary schools in the Southwestern province of Saudi Arabia. This study involves the collection of quantitative data and an explanation of the quantitative results with qualitative data. In the first phase, a survey is administered to Islamic teachers in Saudi elementary schools to assess their opinions on improving students' critical thinking skills and to investigate the factors that influence or hinder their implementation of critical thinking instruction. In the second phase, qualitative data is collected using semi-structured interviews with a number of Islamic teachers in order to explore more fully their perceptions toward improving students' critical thinking skills in Saudi elementary schools. The reason for collecting both quantitative and qualitative data is to obtain a better understanding of the gathered information than would be possible using only one of these methods. In regard to the barriers for improving the critical thinking ability in elementary education students, the study participants reported seven major obstacles, which are student ability, teaching methods, classroom structure, Saudi society and the school community, pre-service teachers preparation programs and in-service teacher professional developmental programs, and the Islamic studies curriculum. The highest ranked obstacle was student ability, with an overall mean of 4.31. Teaching methods, with a total mean of 4.29, was the second most cited barrier. The third was classroom structure, with a total mean of 3.72. The study participants ranked society and school community as the fourth obstacle, with a total mean of 3.70, and pre-service teachers preparation programs and in-service teacher professional developmental programs with a total mean of 2.69. The Islamic studies curriculum was ranked sixth in obstacles to improving critical thinking for elementary education students, with a total mean of 2.57. These findings suggests there is a need to examine female Islamic teachers' perceptions toward critical thinking in the Southwestern region of Saudi Arabia in order to identify the similarities and differences between the perceptions of male and female teachers. It is vital to investigate perceptions of teacher of other disciplines, such as language art, social science, English, and math, in an effort to provide policy makers in the Ministry of Education with a holistic picture of the Saudi educational system. Qualitative studies, interviews with students, and classroom observation can be carried out to investigate students' perceptions as to how critical thinking is taught in the classroom and whether teaching style is a primary obstacle to it being taught. There is an urgent need to examine in depth the influence society and the school community has on teaching students' thinking in general and critical thinking in particular. Finally, more research is needed on the pre-service education programs and in-service professional training programs in terms of building teaching programs on critical thinking skills.

Past studies have talked about the impact of leadership or impact of culture on implementation of Customer Relationship Management (CRM) systems. Implementation of CRM is considered as a change process and most authors agree that leadership and culture play an important role in change projects. However, past research does not look at the combined impact of leadership and culture on implementation of CRM and also, how leadership and culture affect each other. Leaders are argued to be the architects as well as the products of organisational culture and hence understanding of their relationship is critical to develop leadership approaches for the implementation of CRM in different contexts. This study aims to explore how CRM implementation is impacted by the organisational culture and leadership in Saudi Arabian organisations. Three companies, Company (A), Company (B) and Company (C) were used as case studies. Data as collected using semi structured interviews. This thesis finds that leadership plays a very critical role in implementation of CRM in Saudi Arabia especially because leadership has the capability to influence culture as well, especially in high power distance societies like Saudi Arabia. Findings from case study organisations indicate that leaders adopted transactional and autocratic leadership styles in implementation of CRM. These leadership styles have resulted in a number of problems in coordination, communication and implementation of CRM as well as low levels of interaction between top management and the employees working at the front end. This study finds that an autocratic leadership style negatively influences customers’ experience in customer-oriented industries. Moreover, organisational culture plays an important role in implementation of CRM system. It shapes how employees interact with each other and how they interact with their superiors and subordinates and guides employees about what to do and what not to do, including practices, values, and assumptions about their work. This study also found that organisational culture plays an important role in planning implementation and effectiveness of CRM systems in organisations. If there is a mismatch between organisational culture and an information system, it can lead to a number of problems such as delays in offering services to customers.