The aim of this bachelor thesis was to examine how Saudi Arabia is portrayed in Swedish press. This includes the largest newspapers from the major cities of Sweden as well as the larger newspapers from the less populated areas. Since a significant amount of news in these newspapers, especially those from the less populated areas, are provided from news agencies these were included in the study as well.  The questions examined were: which portrayals of Saudi Arabia is used in the Swedish press and how frequently are they recurring? Does the historic relationship between Europe and Islam effect contemporary portrayals of Saudi Arabia in Swedish press and, in that case, how? Do differences in portrayals occur depending on the relationship between Sweden and Saudi Arabia in the news context? To approach this we conducted a quantitative framing analysis. Three frames were first identified in a qualitative study. How frequently these frames were used was then analyzed with a quantitative approach. The news articles examined were published during two news events. In 2012 information regarding the military cooperation between Sweden and Saudi Arabia surfaced causing criticism towards the Swedish regime. In 2015 the Swedish regime decided to cancel said military cooperation. The study showed that the historic relationship between Europe and Islam does indeed effect the portrayal of Saudi Arabia in Swedish press today. Attributes commonly associated with post colonialism and orientalism such as Muslims as barbaric and highly conservative was found. The study also found portrayals of Saudi Arabia as increasingly powerful and that this, due to the aforementioned attributes, was highly problematic. The “power frame”, as we chose to call it, was the most commonly used frame in both news events. The “barbaric frame” and the “conservative frame” was more commonly used in a news context were Sweden and Saudi Arabia stood in a diplomatic conflict.

Inquiry is a learning stance that affords students with a variety of engagements to learn about a concept. It is a collaborative process where students think together, work together and talk together to develop their understanding of the issue they face. Inquiry supports teachers in creating highly recommended learning environments for students. Educators know the importance of the relationship between teachers and students and the influence on students' learning development and achievement in school. These goals can be reached through understanding classroom environments and informing teachers about an inquiry approach in teaching. This understanding will also improve teacher’s knowledge and help him/her professionally interact with students. This research explored the experiences and perspectives of eleven Saudi female educators on their learning experiences as students and as teachers in two different settings, Saudi Arabia and the U.S., and two different teaching strategies, a traditional teaching approach and a learning centered approach. I used a qualitative approach to design this study to ask my participants about their learning and teaching experiences before and after studying abroad. In-depth interviews allowed me to access their perspectives and how they created meaning out of experience. I used in-depth interviews, using focus group interviews for the third question only with the participants in Tucson because I wanted to explore an inquiry related to a group of people linked by their background culture. Throughout this study, the data was gathered and analyzed to answer three general questions: 1. What are the teaching and learning experiences of Saudi teachers? 2. How do the experiences of Saudi teachers impact their thinking about teaching practices and the curriculum in their classrooms? 3. What are the perspectives of Saudi women who either are teaching or have teaching experience on the type of learning experiences needed for Saudi Arabian pre-service and in-service teachers? The findings revealed that the participants in this study supported developing and working toward achieving reforms in education in Saudi Arabia. The participants' previous experience impacted them in thinking about their own teaching in their classrooms. All of the participants supported development of the education of teachers in Saudi Arabia. The participants' responses to this question revealed the need for ongoing professional development and redesigning teacher preparation programs around key principles of engagement and inquiry.

This thesis focuses on the religious and ideological aspects of the foreign policy of the Kingdom of Saudi Arabia. It seeks to understand the dynamics of this foreign policy and its correlation with the state religion, Islam. The Kingdom of Saudi Arabia plays a highly significant role in the Islamic world. Two major factors that contribute to this situation are the presence of two major Muslim shrines (in Mecca and Medina), and the country's huge oil reserves. Saudi Arabia's religious stature and significant economic potential places it well and truly on the world stage. Saudi Arabia's foreign policy is based on historical, geographical, religious, economic, security, and political factors, and is activated in a number of geo-political circles, including the Gulf and wider Middle East, the 'Arab world', the 'Muslim world', and internationally. The Islamic circle is a very important arena in which the country exercises its foreign policy as it claims to be a leader in the Muslim world. The religious basis of Saudi politics is generally very stable and contributes to the perception of Saudi Arabia in parts of the Islamic world as a 'bearer of divine grace'. The Kingdom portrays itself as a conservative state guided by the ideological norms of Islam and promotes their proliferation and protection....

For over a decade, the Saudi government has been actively promoting a privatisation strategy for Saudi sport clubs as part of ongoing wider policies aimed at stimulating the national economy through the privatisation of various economic sectors. Other ‘declared’ underlying objectives of the privatisation plan include reducing direct government spending, diversifying sources of income and increasing efficiency through greater involvement of the private sector. However, despite multi-millions of investments and years of political rhetoric, the progress made to-date has been very limited. This study adopts a theoretical framework based on the three key domains of strategising (i.e. the 3Ps) (e.g. Whittington, 2006; Jarzabkowski and Spee, 2009). Strategising differs from conventional strategy in that it regards strategy work as a pattern in a stream of goal-directed activity (Johnson, Melin, & Whittington, 2003; Jarzabkowski, 2005; Whittington, 2006). The deployment of the strategy-as-practice research agenda is recent and limited in sport management research, and empirical type of studies are noticeably scant. Hence, this study addresses part of this existing gap. On a practical level, the study puts forward policy recommendations towards enhanced understanding of strategising dynamics within sport organisations. Through holistic, embedded multiple-case study research design, comprising a sample of eighteen case studies, this study addresses the relationship between strategy and strategising through all phases of the strategy journey. In particular, the study aims to reveal how strategising practices are manifested in the strategising work around the privatisation of Saudi sport clubs and evaluate the various strategising actors’ roles at macro, meso and micro levels. The main findings are reported along two broad levels, firstly in terms of the three domains of strategising, and secondly with regards to the key patterns of strategising. Consistent with the predictions of theoretical framework, overall findings provide strong evidence for the key role played by the 3Ps and their strong interconnectedness within the overall dynamics of the strategising activity system. The second level of findings documents the dominance of the procedural type of strategising, which is mainly enacted through the widespread use of long-established formal administrative practices that came to typify centralised policymaking in Saudi Arabia. These findings are not surprising and are entirely consistent with existing evidence (for example, Jarzabkowski, 2003; Whittington, 2003) when considering the high levels of ‘embeddedness’ and ‘persistence’ of this type of strategising within the wider functioning and organisational culture of these entities. Hence, various facets of this prevailing situation could be seen as a the major obstacle in the face of any attempt to successfully introduce new ways of organising and strategising within the Saudi sport sector in general, and the sport club privatisation policy in particular.

In the last twenty years, Saudi Arabia has been modernizing much faster and in a shorter period than in the majority of the world’s countries. This study seeks to examine factors that influence the diet of Saudi Arabians. Aside from language, one of the principal manifestations of culture is a country’s cuisine. I sought to determine whether factors, such as exposure to other countries, an income increase, or simply the desire to diversify the palette have led to a change in diet. This mixed-methods study employed 148 surveys looking at attitudes towards the United States and other countries, travel abroad, age, religiousness, and the influence of television and the Internet. These variables were correlated against where food is bought and dining preference. Fifteen in-depth interviews looked at longitudinal changes in traditional vegetable and meat markets since the arrival of the hypermarket. Findings indicated that the recent introduction of a multitude of foreign restaurants and foods into Saudi Arabia is not a new story, but only a new chapter in a book written by Saudi merchants. The Gulf Arabs are known, and have been known for millennia, as traders. I put forward that Saudi businessmen are the agents of change not multinational corporations. The presence of these restaurants and hypermarkets is due largely to pull, not push factors. If their culture is dramatically changing, then it is at the behest of Saudi Arabians themselves.

In 2004, the Saudi Higher Education Supreme Council (HESC) established the National Commission for Academic Accreditation and Assessment (NCAAA). According to the Secretary General of the NCAAA, introducing this system at the national level was essential for economic and social development in Saudi Arabia. The emergence of the NCAAA represents the central focus of this thesis, specifically in relation to the NCAAA’s role in improving the educational process in Saudi higher education institutions (HEIs). The overarching objective was to explore and describe the present engagement within Saudi higher education with the recommendations made by the NCAAA directed towards the enhancement of the quality of student learning, with the intention of identifying whether the attributes of the Saudi higher education system were consistent with these recommendations. This overarching objective was further divided into the following three more specific objectives: a) To explore administrators’ (i.e. faculty deans’) perceptions of the extent to which the recommendations made by the NCAAA have been adopted in two public Saudi universities. b) To explore teachers’ perceptions of their practice, considering comparisons between the two institutions. c) To explore the students’ experiences, again considering comparisons between the two institutions. The above objectives drove the data collection process, and these data constituted the empirical base of the study. The research was conducted in two public universities located in two geographically distinct provinces of Saudi Arabia. Data were collected from three groups of stakeholders, including senior administrators, teachers and students. This was done by means of individual interviews with 11 senior administrators and the collection of survey data from 78 teachers and 430 students, who were recruited from 11 faculties across the two institutions. Semi-structured interviews with senior administrators focused on their personal views and opinions of the educational process with respect to student learning, in order to identify the extent to which their faculty/unit was engaged with the NCAAA recommendations. The questions in the teacher and student surveys were derived from the recommendations published by the NCAAA with regard to the improvement of the educational process, and focused on their teaching practice and learning experiences respectively. The qualitative analysis of the administrators’ data suggested some differences in terms of how the two institutions engaged with the NCAAA’s recommendations and thus I adopted a comparative approach to the analysis of the teachers’ and students’ responses. A factor analysis was carried out to further clarify the themes present in the surveys from the perspectives of both teachers and students, and descriptive analyses were then used to explore the extent of resonance with the recommendations of the NCAAA. Inferential statistics were applied to investigate any differences between the two institutions against the outlined themes. The administrators’ responses at both institutions indicated that there was room for improvement in adopting the NCAAA’s recommendations. While the perceptions of teachers at both institutions seemed to suggest compliance with these recommendations, the statements of the students were more congruent with those of the administrators. The findings of the study indicate that there is yet some way to go towards the realisation of the aspirations of the NCAAA. They further suggest the desirability of a greater degree of student involvement in the evaluation of the quality of the educational process. Finally, the transformation of a series of recommendations for quality enhancement into a culture of quality within an individual institution is a process that can be expected to take some time. The study, while indicating a degree of commitment to, and espousal of, the recommendations of the NCAAA, suggests that there is some considerable way to go before this will be seen to impact directly and significantly on the student experience.

An area of research that has witnessed an enormous surge of research studies as well as extensive debates in the field of Teaching English to Speakers of Other Languages (TESOL), is the Written Corrective Feedback (WCF) concept and practices in English as a Foreign Language (EFL) or English as a Second Language (ESL) contexts. Over the past three decades, there has been a plethora of research studies on WCF, however, most studies had few limitations which necessitated a wider prospect into the various issues concerned with WCF. This research study, following an explanatory sequential mixed methods design, which was conducted in the Saudi context, brought a new angle into this heavily debatable area of research where a link was sought to bridge the gap between the teachers and students’ perceptions of WCF and their preferred WCF type in an EFL context taking advantage of a large number of participants to take part in a single study on WCF. Online teacher and learner questionnaires were utilised with the participation of 320, both male and female, EFL teachers, and 840 EFL male and female learners from Preparatory Year Program (PYP) at six government universities in Saudi Arabia. Then, semi-structured interviews with 10 EFL, male and female teachers and 10, male and female learners were conducted to explore their perceptions, attitudes and practices (in the case of the EFL teachers) towards this important issue in TESOL and where differences as well as agreements among the teachers and learners exist, so as to attempt to enlighten EFL/ESL professionals on various aspect of WCF as seen by both teachers and learners. Data analysis included quantitative analysis of the teacher and learner questionnaires as well as qualitative and thematic analysis of the transcribed interviews. The teachers, as well as the learners expressed high level of interest towards WCF. Similarly, the learners also believed that their overall language learning can be elevated by having a well-structured WCF which they need to be familiar with. Results of the data analysis also indicated that there are still some differences in the way teachers and learners perceive the WCF in general where teachers prefer coded WCF, whereas, learners prefer unfocussed WCF. There were positive unified agreements, however, between the EFL teachers and learners which gave the indication that there should be more discussions and research studies in order to reach a mutual understanding and a beneficial solution that aims to elevate the scope of TESOL teaching and learning. Furthermore, establishing writing centres at universities in Saudi Arabia where WCF is fully detailed for learners, may also represent an area for continued focus. Recommendations and suggestions for future research include conducting a similar research study in a different EFL context and compare the results to the outcome in this study.

No description available.

Reverse logistics has become a part of many governmental agendas in developed countries. It offers enormous opportunities in reducing the negative impact on the environment from industrialization and the enormous quantities of waste produced by industry and households, as well as saving material resources. The recovery of used products and materials is receiving growing attention as a result of limited landfill and incineration capacity. However, the evolution of reverse logistics initiatives in developing countries is relatively slow, indicating that there are still huge obstacles and concerns that need to be explored. The main aim of this study is to investigate the reverse logistics practices in the Kingdom of Saudi Arabia (KSA). The key forces of reverse logistics in more developed countries are compared with those in the KSA context. In particular, the current legislative framework and reverse logistics operations are evaluated against best practices in order to identify opportunities for KSA industries to improve their reverse logistics operations. For this purpose, qualitative research using a case study approach has been designed to collect data from different government agencies and thirteen organizations in KSA. These organizations were drawn from the oil, petrochemical and metal processing industries, all of which provide potential for the closed loop supply chain applications which are widely practiced outside KSA. Secondary data collection, direct observation and semi-structured interviews were conducted in order to facilitate comparison with the literature. A conceptual framework was developed from the literature. A template analysis approach was employed to analyze the gathered data. The framework was then applied to the research context to establish an overall view of the reverse logistics process as well as the key forces that influence the implementation of reverse logistics in KSA. The results revealed that the implementation of reverse logistics in KSA is at an early stage, with the exception of the oil processing industry. Applications of reverse logistics appear to be driven mainly by economic factors and are highly dependent on the capability provided by third-party logistics service providers. Supply chains tend to operate as open loops with recycled/reusable products being supplied to secondary markets and/or locations outside KSA. Furthermore, the adoption of best practice is hindered by the country's logistics infrastructure and by local legislation that does not appear to encourage waste recovery or promote the awareness or control of the reverse logistics process. Both government and industry need to collaborate to implement best practice in reverse logistics in KSA. Economic and environmental benefits can be achieved, especially through improved infrastructure provision, legislation and reverse logistics design. This study makes several contributions to knowledge. First, the framework and strategies will make an important contribution to the literature of reverse logistics by identifying the key forces, represented in a force field analysis diagram; and to general reverse logistics operations in developing countries in general and in Saudi Arabia in particular. Secondly, the findings identify further studies for reverse logistics in KSA and, possibly, for other emerging countries with a similar context. Thirdly, this study is distinguished from existing empirical work on reverse logistics in developed countries as it examines the framework in the context of KSA, and may be applicable to other developing countries. Fourthly, the study motivates changes in practice as it provides recommendations and guidance for practitioners and leaders on how to apply the best practices of reverse logistics in different sectors.

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.