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This thesis explores in depth the factors influencing growth in small and medium enterprises (SMEs) from a supply chain perspective and examines how entrepreneurship affects them in Omani SMEs. The study is undertaken in order to complement the scarce literature on SMEs related to supply chains and improve the understanding of what factors are crucial in determining growth in them. The research is focused on the role of entrepreneurial qualities and behaviours for the growth of SMEs in developing countries, as their economies are more dependent on smaller companies. The context of this research is within Oman, which represents a typical developing economy containing a large number of active SMEs. The main factors for SMEs growth are identified through a literature review of past and contemporary research studies on supply chain networks, SMEs, growth and entrepreneurship. The factors are divided into areas related to the positions of the company (market position of the firm, negotiating power, Supply chain relationships and firm's image), and to SMEs' value-adding capabilities (cost optimisation, and innovations). The review also reveals that the critical entrepreneurial traits are: managers' culture and motivations, strategic thinking, sense for opportunities, risk-taking, continuous learning, their leadership abilities and networking skills. Based on the literature review findings a conceptual framework is proposed. This research is exploratory and explanatory in nature and relies on a qualitative approach to find out how entrepreneurship relates to growth in SMEs. Primary data is collected from in-depth semi-structured interviews with managers in 25 Omani SMEs from various industrial and service sectors 10 representing different supply chain positions. The data is processed through content analysis using the factors identified from the literature review as initial themes. The findings affirm the importance of SMEs' supply chain positions and their value adding capabilities for growth. Furthermore, all elements of entrepreneurship are found to affect growth factors. Results show positive attitude and growth aspirations lead to more proactive market behaviour, while strategic thinking helps managers choose more sustainable market positions. Results indicate leadership improves company costs by increasing employees' motivation and productivity and also facilitates the implementation of innovations. Learning orientation is stated to be crucial for exploring new ideas for innovations, while a good sense for opportunity helps managers evaluate them and choose the right ones. Finally, risk-taking propensity emerges as instrumental in the actual undertaking of innovation projects as it is needed for initiating them.

L'objectif de notre thèse, est de réaliser un état des lieux des pratiques et des conditions d'enseignement pour cerner les effets de l'enseignement sur l'acquisition de la langue et d'évaluer l'efficacité du système des écoles maternelles à Oman. La première partie de thèse a pour but de présenter une réflexion théorique concernant l'enseignement dans les écoles maternelles dans le monde et en particulier au sultanat d'Oman. La seconde partie est empirique et comprend deux études : la première est une enquête qui fait une analyse générale du système éducatif des écoles maternelles omanaises, en utilisant des questionnaires à destination des enseignantes (n=429), inspecteurs(n=34) et personnel administratif (n=100) dans 100 écoles maternelles en 10 régions du pays , la deuxième se compose d'observations des pratiques d'enseignement du langage dans les écoles maternelles omanaises. Des grilles d'observation ont été réalisées pour analyser les activités d'enseignement du langage (n= 50 classes dans 50 écoles en 6 régions). Les élèves (n=475) ont été évalués en langage par des pré et post-tests. Les résultats de l'enquête montrent que l'école maternelle omanaise accueille les enfants scolarisés dès l'âge de 3 ans et présentent des caractéristiques de construction et d'aménagement ainsi que d'un ratio élève/enseignant plutôt satisfaisant mais des points négatifs sont à relever. Les maternelles sont privées et payantes, ce qui ne facilite pas l'accès à l'éducation. Au sein des écoles, les associations de parents sont soit inexistantes, soit inactives, en lien peut-être avec un niveau culturel et éducatif bas des parents malgré leur niveau socio-économique élevé. Par ailleurs, il ressort deux langues (arabe et anglais) sont enseignées, suivant un guide du ministère de l'éducation, mais il n'y a pas de programme commun à toutes les écoles maternelles. La plupart des enseignantes ont un faible niveau de diplôme et manquent de formation. La grille d'observation fait apparaître dix types d'activités qui sont définies du point de vue de leur contenu par rapport à l'apprentissage du langage. La pratique des activités de langage passe la plupart du temps par l'enseignement magistral et se déroule dans un mode collectif. En outre, selon les résultats de pré et post-test, la variation de score constatée entre le pré et le post-test est plus forte pour les compétences de compréhension du langage mais existent également pour les compétences de conscience phonologique et de compétences lecture-écriture. Dans l'analyse multiniveau, la relation n'est pas la même entre le pré et le post-test dans toutes les écoles. Le prétest explique assez peu les variations inter-individuelles comme les variations inter-classes et qu'il y des différences entre les écoles et aussi entre les élèves. On n'observe pas d'influence des variables "genre et durée de scolarisation" et "caractéristiques des enseignantes" (qualification et expérience). Par contre, il y a un effet "région". le facteur influence du type d'interaction enseignant –élève, le mode de gestion de la classe (TM, TCM) est plus forte que celle de la méthode utilisée (implicite, explicite et magistrale), elle-même plus forte que le mode de déroulement (individuel et collectif). Notons que dans la méthode et le mode de gestion de classe, les valeurs afférentes aux activités de code sont meilleures que celles afférentes à celle de sens ce qui signifie que la méthode code est plus efficace que la méthode sens. Les variables qui sont ressorties comme efficaces pour l'apprentissage du langage : sens-implicite, code-TCM, sens-TCM et sens-collectif et le système préscolaire omanais gagnerait à leur prise en compte. En outre la formation continue récente a un effet significatif (l'efficacité des enseignantes est plus forte pour celles qui en ont bénéficié). / The objective of this thesis is to provide an inventory of practices and teaching conditions to identify the effects of education on language acquisition and to evaluate the effectiveness of the Omani system for kindergartners. the first part of the thesis presents a theoretical reflection on teaching in nursery schools in the world and particularly in Oman. The second part includes two empirical studies : the first is a survey made a general analysis of the education system for Omani kindergartens, using questionnaires to teachers (n = 429 ) , supervisors (n = 34) and administrative staff(n = 100 ) in 100 kindergartens in 10 regions of the country; the second consists of observations of language teaching practices in Omani kindergartens. Observation grids were carried out to analyze the language-teaching activities (n = 50 classes in 50 schools in 6 regions). Students (n = 475 ) were evaluated in language by pre-and post - tests. The results show that the Omani preschool welcomes 3 years old children have features construction and development as well as a pupil / teacher ratio rather good but negative points are noteworthy. Kindergartens are private and charges, do not facilitate access to education. In schools , parent associations are either absent or inactive , linked perhaps with a low cultural and educational level of parents, despite their high socio -economic level. Moreover, two languages (Arabic and English) are teached, following a guide from the Ministry of Education, but there is no common program to all kindergarten schools. Most teachers have a low degree and lack of training. The results of the observation grid highlight ten types of activities that are defined from the point of view of their content in relation to language learning. The practice of language activities spends most of the time by lecturing and takes place in a collective fashion contrary. In addition, the results to pre-and post- test, show firstly the scores change more strongly in LAC (language comprehension skills) but also existing in LAS (phonological awareness skills) and LALE (reading-writing Skills) between the pre-and post –test. In the multilevel analysis, the relationship is not the same between the pre and post- test in all schools. Pretest explains very little of both inter-individual variations that variations between classes and there are many differences between schools and between students. It appears that there is no influence of the variables "gender and years of schooling" and "characteristics of teachers" (qualification and experience). As against, there is a «region " effect. It also appears that the influence of management type mode of conduct (TM, TCM) is stronger than the method (implicit, explicit and masterful), which is stronger than the manner of conduct (individual and collective). Note that in the method and mode of conduct, values relating to the activities of code are better than those relating to the meaning. Variables that have emerged as effective in language learning are implicit sense, code -TCM, TCM sense and collective sense and Omani preschool system would benefit from their inclusion. In addition the recent training has a significant effect (efficacy teachers is higher for those who have benefited).

Over the last three decades, Oman has emerged as a center of political and economic stability in the Arab world, a stability which is an essential ingredient for any country to develop and flourish. Whereas democracy and public freedoms are at the core of stability in other parts of the world, the case in Oman is different. It is not a democratic state and it did not adopt the modern concepts of human rights and public freedoms into its legal-political system until 1996 when the Basic Statute of the State was promulgated. The purpose of this study is to provide a general view of the current status of Human Rights under the Omani Basic Statute of the State with a specific focus on some civil and political rights. It illustrates the situation of human rights by assessing the implementation of the constitutional and legal safeguards into practice and finding out what hinders them. It aims to evaluate the importance of the constitution in Oman, and the extent to which it has succeeded in incorporating international human rights’ standards while walking the tightrope of reconciling this with core traditional social customs and Islamic values. It analyses the compatibility of constitutional and national laws and practice with international human rights standards and assesses current trends and policies. Three case studies for different rights and freedoms are conducted to explore the guarantees and weaknesses of different rights in practice. These are the areas of nationality 'as individual right' which is very important under the Oman system as it is the direct link to enjoyment of other rights and freedoms. The Shura is the second case study as a political right or a collective right which represents public participation in Oman. Finally, the Freedom of Association, as an example for the freedom of expression and opinion, which represents individual and group rights together. This research evaluation analyses in detail the developments since the promulgation of the Basic Statute in December 1996 but stretches to encompass developments till the developments to the end of July 2011.

The Sultanate of Oman is a rapidly modernizing country with a significant length of its coastline slated for development. Much of the coastline is still in its natural state and basic studies describing the sedimentary systems need to be conducted in order to plan effectively for their sustainable development and to monitor changes in them with time. For such purposes, sediment samples (surface and sub-surface), elevation data, and serial sediment cores were collected at Sur Lagoon during three field seasons. The research objectives, procedures, results, and analyses for Sur lagoon are presented in three chapters. The first chapter compares textural facies, identified on the basis of particle-size distribution (PSD) of surface sediments from Sur Lagoon and evaluated using multi-variate cluster analysis, for their value in recognizing modem sedimentary environments. Clustering the full PSD size spectrum (0.0375- 1888 μm) shows that facies identification is possible is closely tied to surface elevation, particle-size decreasing with increasing elevation above mean sea level. This analytical technique should be tested under different conditions to assess further its utility. The second chapter discusses the taphonomically distinct and laterally extensive (> 1 km2) bivalve shell bed deposited by a tsunami on November 28th, 1945. Taphonomic characteristics of this unit are compared to those of the shell-rich tsunamite from Caesarea, Israel, and resulted in the identification of three generic, tsunamigenic-specific traits in shell beds: 1) thickly bedded and laterally extensive shell deposit, 2) presence of allochthonous articulated bivalves not in life position, and 3) extensive angular fragmentation. When these three traits are found together, a tsunamigenic origin should be considered for the shell bed. The third chapter analyzes the PSD of the tsunamite in eight sediment cores for digested and undigested samples. Cluster analysis of the PSD extended the upper or lower tsunamite contacts in four cores, but in general, the tsunamite thickness is consistent with the previously identified shell beds (Chapter 3). The tsunamigenic processes that resulted in the deposition of the shell bed were complex, and deposition occurred during run-up, flooding, and backwash stages of the tsunami, incorporating marine, lagoonal, and terrestrial (wadi) sediment into the tsunamite. The results of this study provide baseline sedimentological data for an understudied region of the world. New applications of cluster analysis of PSD and taphonomic analysis have the potential to identify previously unknown tsunamites in the geological record, and lithological facies using textural analysis. / Thesis / Doctor of Philosophy (PhD)

La prospérité économique de plusieurs pays dépend essentiellement des revenus tirés des ressources pétrolières et dérivés. Étant donné que ce type de ressources est épuisable, le problème posé pour tous ces pays est comment mettre son économie à l'abri des fluctuations du prix du pétrole ? Et comment assurer la prospérité de l'économie locale en la basant sur des ressources durables ? Le Sultanat d'Oman s'est lancé le défi de la variation de ses sources de revenus et dans la diversification de son économie. Afin d'atteindre cet objectif, les autorités politiques du pays ont compris l'utilité du développement de leur capital humain et ont ainsi misé sur le principe d'instruction et d'éducation du peuple Omanais. Étant conscient que l'investissement en éducation est plus productif que dans tout autre secteur, notre but donc est d'étudier et d'analyser l'efficacité de la décision publique d'investir dans l'éducation ainsi que son impact sur la qualité du capital humain. À travers le modèle Omanais, nous chercherons à mesurer l'effet et la contribution de quarante années d'investissements massifs dans son système éducatif ainsi que sur le développement du capital humain du Sultanat. À travers notre recherche, Nous allons nous demander comment concilier entre l'utilité de l'éducation en tant que modèle de développement et l'efficacité de l'investissement dans le développement du système éducatif ? Et comment la décision publique d’investir dans le capital humain doit prendre en considération les aspects quantitatifs et qualitatifs du processus d’éducation. Les conséquences de tel modèle d'investissement vont être examinées à travers le cas Omanais. / The economic prosperity of many countries depends primarily on revenues of oil resources and derivatives. Since this type of resource is exhaustible, the question of protecting the economy of certain countries from the fluctuations of oil prices may raise. These countries need too, to ensure the prosperity of their local economy based on sustainable resources. The Sultanate of Oman has launched the challenges of the diversification of its economy. To achieve this, the political authorities have understood the usefulness of the development of human capital throughout the increase of the level of instruction and education of the population. Being aware that such investment in education is more productive than any other one, our goal consists to study and analyze the effectiveness of public decision to invest in education and its impact on the quality of human capital. Through the Omani model, we seek to measure the impact and contribution of forty years of massive investments in the education system and on the development of human capital of the Sultanate. Our research, aims to analyze how to balance between the utility of education as a development model and the effectiveness of investment in the education system? We will see how public decision to invest in human capital must take into account the quantitative and qualitative aspects of the educational process. The consequences of such investment model need to be examined through the Omani case.

The purpose of this study was to explore the factors influencing information and computing technology (ICT) adoption for Omani faculty members from a framework of Rogers' theory of diffusion of innovation. Three hundred Omani faculty members from Sultan Qaboos University (SQU) participated in the study. The survey consisted of five parts: (a) an 18-item questionnaire on ICT uses and skills, (b) a 1-item questionnaire on adopter category, (c) a 44-item self-constructed questionnaire on perception of barriers to adopting ICT, (d) a 50-item questionnaire on ICT attributes adapted from Moore and Benbasat, and (e) a 15-item questionnaire on demographic and job-related variables. Descriptive statistics indicated that the faculty members overall used ICT at the "Sometimes" level and had ICT skills at the "Intermediate" level. The most frequently used and skillful ICT functional areas were Website browsing, Internet search engine, and word processing. One-way ANOVAs found significant group differences of ICT uses and skills, perception of barriers, and perception of ICT attributes in the category of adopter. Early adopters used ICT more, had higher ICT skills, perceived fewer barriers in the adopting process, and recognized higher values of ICT attributes than later adopters did. Multiple regression analysis showed the level of ICT uses could be predicted by ICT skills, adopter category, perception of barriers, ICT attributes, and the selected demographic and job-rated background variables, to a large magnitude with an adjusted R2 value of .70. The level of ICT skills was the most salient predictor. Perception of ICT attributes and the number of traditional classes taught appeared to be important as well. Results supported Rogers' theory at the macro level but not at the micro level.