This thesis addresses the question ‘How and why does collaboration influence the outcomes of stakeholders in the Jeddah Festival?’ Past research has found that a number of characteristics of stakeholder collaboration are important in achieving desired group and individual outcomes. While these studies have identified various relationships between individual characteristics and selected outcomes, there has been little research on their relative importance and interaction. Within the events literature, the characteristics of inter-organization stakeholder collaboration, the different outcomes required from this collaboration and the correlation between characteristics and outcomes have received little attention. This research addresses this gap and examines the perceptions of event stakeholders regarding the characteristics of collaboration and the collaborative outcomes perceived as important. It also explores the differences in collaborative characteristics and outcomes for stakeholder salience groups. In particular it applies a single case study design to examine the interaction between the collaboration characteristics and outcome for stakeholders involved in the Jeddah Festival held annually in Jeddah Saudi Arabia. The research uses content analysis of transcribed interviews conducted with Jeddah Festival stakeholder’s to identify the characteristics of stakeholder collaboration and collaborative outcomes. Results indicate that governance and trust were the characteristics of collaboration with the highest frequencies during interviews. Outcomes of collaboration were identified at the individual and collective level with network development, resources and social capital most frequently mentioned. A correlation analysis between characteristics and outcomes using a Spearman rank correlation identified that governance and trust were the characteristics with the most significance for achieving both individual and collective outcomes. Stakeholder salience groups were found to differ in the frequency of mention of both characteristics and outcomes. The research found that the nature of the collaborative environment is positive in part due to the initial legitimatization process and also to survivor bias. Overall these findings provide evidence of the interaction between stakeholder collaboration characteristics and outcomes in the Jeddah Festival and provide guidance for how this collaboration may be improved.

Thesis (M. S. - Renewable Natural Resources)--University of Arizona, 1988. / Includes bibliographical references (leaves 58-60).

Thesis (Ph. D.)--University of North Texas, 1991. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 194-201).

Thesis (Ph. D.)--Indiana University, 1993. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 260-271).

Thesis (Ph. D.)--University of North Texas, 1991. / Includes bibliographical references (leaves 194-201).

No description available.

Many South African educators seek employment in Saudi Arabian schools, drawn by monetary incentives and better working conditions. However, little consideration is given to differences in cultural and educational values synonymous with the two entities. This research deals with the role of conflicting values in the teaching experiences of South African educators in Saudi Arabian schools by means of a literature study and empirical investigation. Qualitative data collection was done by in-depth personal interviews and personal narratives, written and sourced via e-mail. Findings revealed that the preconceived educational values of the South African educators sometimes acted as a barrier to teaching, restricting the educators from fully optimising their educational experiences. However, positive features of the Saudi education system were highlighted. The implications indicate a need for better orientation for South African educators working or planning to work in Saudi Arabia with emphasis on societal norms, customs and values. / Educational Studies / M. Ed. (Comparative Education)

This study aimed to explore teachers’ and students’ perceptions of metacognition in relation to mathematics teaching and learning in secondary schools in Saudi Arabia. This research adopted an interpretive paradigm. This meant that a socio-cultural perspective was central to examining perceptions of metacognition in relation to mathematics among secondary students and their teachers in Saudi Arabia. The use of case studies was a methodical means to achieve elaborate data and to shed light on issues facing the study. The instruments used for data collection were semi-structured interviews, group discussions and classroom observation. The participants consisted of two case study classes from secondary schools in Saudi Arabia. There were three stages of the study’s fieldwork: the pilot study and the two subsequent stages which comprise the main body of fieldwork. These last two stages were carried out in order to enable the formulation of a clearer and more complete picture of mathematics teaching and learning through metacognition in Saudi Arabia, before and after the implementation of the IMPROVE programme, regardless of improvements in specific strategy or any boost to students’ achievement. Several findings were drawn from the data, the first of these being that the traditional method can hinder mathematics teaching and learning through metacognition. Secondly, although metacognitive mathematics instruction should be planned, the strategy that is introduced should be directly targeted at improving the monitoring and regulation of students’ thought when dealing with mathematics problems. Thirdly, metacognition should be given priority to improve students’ consciousness of the learning processes. This is because conscious reflection enables students to develop an ability to choose the most appropriate strategies for learning concepts and solving mathematics problems. The findings underlined the importance of the student’s role in learning through metacognition. The study presented a perspective for dealing with metacognition along with a practice-based model of metacognitive mathematics teaching and learning. These are in the educational context of Saudi Arabia and are set out after the implementation of the IMPROVE programme. In addition, this study asserts that metacognition can be enhanced through the creation of a suitable socio-cultural context that encourages the social interaction represented through cooperative learning.

This work evaluates the security of household banking in the Kingdom of Saudi Arabia by investigating the fit between the Saudi banking system and the practices of its household customers. A framework is developed to evaluate both technical and human factors, to help build a secure and effective banking system. Three building blocks contribute to the framework: the household context of use of bank systems in Saudi Arabia, banking technologies and processes, and Saudi banking policies and infrastructure. A qualitative study of the household context of use employs grounded theory to identify the banking practices of household customers and the factors influencing them. Data were collected in two phases: from 47 household customers, using telephone interviews, focus groups and the diary/interview method, then from 23 Saudi bankers interviewed by telephone. Each method was adjusted to accommodate the unique settings of the research context, such as being a Saudi female researcher collecting data from participants of both genders, the sensitivity of the topic and the intimate nature of the household context. This research contributes as a practical guide by describing each method used in detail, serving to inform and guide future work in a similar context. The second block in the framework is the security analysis of the banking technologies and processes used by participating household customers: online banking, telephone banking and bank cards. The two analytical approaches are STRIDE, which aims to identify objectives and vulnerabilities in bank technologies regarding specific security threats, and DREAD, which is used to quantify the risk from such threats. The third block is the Saudi banking policies and infrastructure that guide the use of the technologies issued by the Saudi Arabian Monetary Agency (SAMA) the leading authority to the Saudi banking sector, involving a deep analysis of the official policies and regulations related to the household context of use of bank technologies. The framework is applied to evaluate the security of household banking in two case studies: the use of new technologies such as mobile banking and the use of fingerprints as a new security mechanism in the authentication process of bank cards.

The region of Baḥrayn in eastern Arabia during the post-Qarmāṭian era has received little attention from scholars because of the scarcity of local written sources and the daunting task of gathering scattered small pieces of information from other sources in more than one language. This thesis focuses on the politics, geopolitics, economy, literature and religion of Baḥrayn from c. 1050 to c. 1400 CE. It consists of eight chapters in addition to an introduction and a conclusion. The introduction presents the research framework of the thesis. World-systems Analysis in a pre-capitalist setting is used to analyse Baḥrayn’s hierarchical position in the Near East according to its economic, political and cultural characteristics. It also sets out the historical background and context of the region, presents the thesis’ questions and structure, reviews modern studies and summarises the extant literary and archaeological evidence. Chapter One describes the historical geography and economy of Baḥrayn and analyses the impact of the region’s geography and the wider economic context on its history. Chapter Two studies the two rebellions against the Qarāmiṭa on the island of Uwāl and in the city of al-Qaṭīf, which led to the establishment of the emirate of Āl al-Zajjāj and the emirate of Āl ʿAbbās. Chapters Three and Four deal with the rise and decline of the ʿUyūnid emirate (1077-1230s CE) and study the ʿUyūnids’ institutions, including their administration and army formation. Chapter Five concentrates on the powers that ruled the region of Baḥrayn after the fall of the ʿUyūnid emirate in 1230s CE: the ʿUqaylid emirate in al-Aḥsāʾ and the deserts of Baḥrayn and Najd, and the Iranian-based polities that ruled Uwāl and al-Qaṭīf. Chapter Six focuses on literature produced in Baḥrayn, presenting biographies of its poets and analyses of the commentary of the poetry collection of the poet ʿAlī ibn al-Muqarrab al-ʿUyūnī and Abū al-Buhlūl’s letter. It also examines the relationship between the poets and the emirs of the ʿUyūnid emirate. Finally, Chapters Seven and Eight shed light on religion in Baḥrayn. They examine the region’s communities of Shīʿites and Sunnis which appear to have adhered to popular forms of Ismāʿīlism, Twelverism, Ḥanafism and Shāfiʿism. The question of scholars and scholarship in Baḥrayn from the twelfth to the fourteenth century is revisited. It is argued that the current consensus that attributes a number of 12th-14th century Twelver scholars who held the nisba of al-Baḥrānī to Baḥrayn lacks early evidence, appeared in a Safavid context and indeed contrasts with the evidence for the region’s peripherality and other evidence that suggests a lack of scholars in the region.