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This study aims to assesses the factors that affected the development of cloud-based accounting education (DCBAE) and students' academic performance at Oman Universities.

In this paper a questionnaire was used to collect data for a sample of students. Partial least squares (PLS) were used to assess the hypotheses and model.

Results indicate that human factors and cultural and social factors have a direct positive effect on the DCBAE and students' academic performance.

This study is carried out after five semesters since the beginning of the COVID-19 pandemic. Thus, it can help universities (accounting education in particular) in the Sultanate of Oman know the factors that affect the development of accounting education and adopt policies and strategies that depend on cloud computing in education operations, even after the COVID-19 pandemic.

The main contribution of this study is to evaluate the factors that affected the DCBAE and the academic performance of students in the Sultanate of Oman from March 15, 2020 to June 2022, a period that witnessed the application of cloud-based education, either in whole or in part using a questionnaire about the opinions of students.

The purpose of this study is to investigate long-run and short-run relationships between trade diversification, financial system development, capital formation and economic growth.

ARDL estimation approach is applied to analyze long-run and short-run relationships between the financial system development, capital formation, economic growth and trade diversification in case of the Sultanate of Oman over the period 39 years starting from 1979 till 2017.

The results show that financial system development and economic growth has a positive impact on trade diversification in the short-run and long-run. However, capital formation has a negative impact on trade diversification in the short run and long run. The negative relationship between trade diversification and capital formation implies that over the period of study, the investment in capital goods was made to enhance the production capacity of the oil sector to maximize revenue.

This research is limited to analyze long-run and short-run relationship between the financial system development, capital formation and economic growth and trade diversification in case of Sultanate of Oman.

To achieve the diversification goal, the policymakers need to formulate policies to strengthen the financial system and invest in infrastructure development to promote the non-oil sector. The research findings of this study will provide insights to the policymakers to formulate an effective diversification policy.

This research contributes to the existing literature by providing empirical evidence of the short-run and long-run analysis of the selected variables in the context of an oil-dependent country.

This present study uses political, economic, social, technological, legal and environmental (PESTLE) analysis and the strategic management theory to examine how external factors, namely the coronavirus (COVID-19) pandemic, the industrial revolution (IR) 4.0 technologies, the fuel price crisis and Sultanate of Oman Logistics Strategy (SOLS) 2040, affect the performance of container terminals in Oman.

A hybrid decision-making method that combined the analytical hierarchy process technique and Bayesian network model was used to achieve the objective of the present study.

The COVID-19 pandemic (54.60%) most significantly affected the performance of container terminals in Oman, followed by IR 4.0 technologies (19.66%), SOLS (17.00%) and fuel price crisis (8.74%). Container terminals in Oman were also found to perform “moderately,” considering the uncertainty of external factors.

This study enriches existing literature by using PESTLE analysis to assess the impact of the external business environment on firm performance in the context of the maritime industry as well as highlights how challenging external environmental factors affect the performance of container terminals in Oman.

This study contributes to developing novel study models and determining the performance level of container terminals in Oman considering integrated uncertainties and external factors such as the COVID-19 pandemic, IR 4.0 technologies, the SOLS 2040 and the fuel price crisis.

This research aims to examine the educational philosophy of teachers in classrooms. Teachers' educational philosophy influences the power balance, course content function, student and teacher roles, responsibility for learning and assessment purposes and processes. The research also analyzes whether gender, qualification, specialization and experience significantly influence classroom educational philosophies.

The study utilized a quantitative research design, utilizing data from 193 teachers working in a public higher education institution in the Sultanate of Oman. The study utilized a survey method to solicit data from the respondents. Besides utilizing descriptive statistics such as mean and standard deviation, the study used analysis of variance (ANOVA) and t-test to test the hypotheses.

Analysis revealed an instructional strategy's preference, including elements of both teacher-centered and student-centered educational philosophies. Elements of progressivism, constructivism, reconstructivism and perennialism are more relevant in the teacher's instructional design. The results show no significant differences in teachers' pedagogical philosophy that exist based on gender, specialization and experience. However, teachers' age significantly influences their educational philosophy preferences.

This research centers on a public higher education institution in the Sultanate of Oman, with a particular focus on the Department of Business Studies. This resarch delimits its discussion on teachers' chosen educational philosophy. Other possible factors may also impact student retention and effective teaching and learning.

This research offers valuable insights to academicians, higher education administrators, and policymakers. Specifically, this research emphasizes the significance of employing a blended approach, which incorporates both student-centered and teacher-centered educational philosophies, to enhance student engagement, retention, and effective teaching and learning.

This research emphasizes the importance of educators' adoption of a blended educational philosophy in promoting student retention and engagement within higher education institutions. To achieve desirable outcomes, policymakers in higher education must ascertain which educational philosophy is most effective in the classroom. Additionally, ensuring congruence between preferred educational philosophy and teachers’  instructional practices is vital in facilitating effective teaching and learning.

To the best of the authors’ knowledge, this study is the first of its kind among teachers in higher education in the Sultanate of Oman. The outcome of this study helps detail the specific strategies teachers deploy and categorize into various educational philosophies.

This research seeks to identify evidence of innovation elements in the implementation of a sustainable development ecosystem in the HE environment. For the purposes of this investigation, the use of developmental evaluation has been deemed appropriate to fully explore the depths of the topic.

The research follows a qualitative approach of inductive reasoning. For the purpose of this developmental evaluation, the collection of information from several stakeholders has been pursued in the study. Both a semi-structured interview and documents analysis were used.

Different awareness levels among logistics faculty members, while the incentives given are minimal. Availability of grants and lack of tenure are some of the reasons raised. Industry is not cooperative in providing placements/internships restricting students of industry experience. Internationalisation is slow and international collaborations limited. Limited freedom in topical discussions and their implications to learning.

The research has considered possible limitations and used other methods for triangulation of the findings.

Low awareness on the implementation of pedagogical approaches for innovation. Not all faculty can be innovative (owing to current practice) neither they are incentivised to be so. Government spending is very low on R&D – 0.136 of the GDP in 2016. The industry is not ready for University-Business Collaborations, therefore achieving a low theory to practice ratio for students.

In the context in which the research has taken place (HE in Oman), there has been no evaluation (and more so developmental evaluation) previously implemented. Additionally, a longitudinal study, integrated as part of an ESD system targeted to innovation could increase the innovation capacity of the country on the international innovation index.

This study aims to analyze the impact of Arab Revolution on the Arabian Gulf security by applying on Yemeni Revolution. This can be achieved by analyzing the threat of Arab Spring Revolutions to the national security of the Gulf Cooperation Council (GCC) countries after the breakout of demonstrations and protests in some of the member states. In addition to its analysis of threat of the Regional Security of the Gulf as a result of Yemeni Revolution and Civil War and Iranian intervention to support Houthis within light of regional anarchy and security competition according to the Neorealism and how the GCC Countries face such threats.

The study depended on the historical methodology to track the developments of some events related to the Gulf Security and crisis in Yemen. Moreover, it used the analytical approach to analyze the impact of Arab Revolutions and Yemeni Civil War on the Arab Gulf Security. In addition, it depended on the realistic approach to explain the security state at the national and regional level of the Arab Gulf countries within light of regional anarchy, security competition and Iranian support to Houthis “Non-State Actors” (Kenneth Waltz), as well as the offensive realism (John Mearsheimer).

The Arab Revolutions had an effect on the national security of GCC countries according to the Neorealism due to the breakout of demonstrations and protests in Saudi Arabia, Kuwait and Sultanate of Oman which reached to the degree of threatening the existence of the state as in Bahrain. The Gulf Regional Security is influenced by Revolution and Civil War in Yemen as a result of that Iranian support to Houthis within light of security competition between Iran and Saudi Arabia, leading to the threat of the Arabian Gulf Security as Yemen is the southern gate to the GCC Countries and having joint borders with Saudi Arabia and Sultanate of Oman. Moreover, the GCC countries dealt with that threat individually, such as, performing internal reforms, or collectively through using military force, such as Bahrain and Yemen (Offensive Realism).

This study is an introduction to explain the Arab Spring Revolutions, conflict in Yemen and its threat to the Arab Gulf Security according to the Neorealism based on that the GCC countries sought to keep its existence and sovereignty in confrontation to the demonstrations and internal protests and to keep the regional security in confrontation to the threats of neighboring countries such as the Civil War in Yemen and the Iranian Support to Houthis in light of the regional anarchy.

The main purpose of this study was to evaluate students’ perception of blended learning instructional design in a Higher Education Institution (HEI) in the Sultanate of Oman. A course in a bachelor degree was offered using blended learning instructional mode, and students’ feedback was obtained on the impact of blended learning. The study was conducted in Ibra College of Technology, one of the seven colleges under the Ministry of Manpower in the Sultanate of Oman. A course in Business Strategy and HR Management was offered during Summer 2016 using a combination of traditional and online instructional design. A structured questionnaire was administered at the end of the semester to solicit feedback from students. The results of the study highlighted a positive attitude among students towards blended learning courses. The research stressed the requirements for proper infrastructure, training and development initiatives for staff and students, shift to a more focused practical assessment methods to measure the graduate attributes. Student engagement, learner autonomy, connection of learning to real life environments and flexibility all appeared to benefit from the blended learning course.

In this paper, I argue that English could be of more relevance to the Arabian Gulf if we conceptualized it as an educational forum for familiarizing students with socio-linguistic conventions relating to a wide variety of text types and for sharpening their critical awareness of the political implications of the uses of English. I make my case against the backdrop of a particular local context in the Arabian Gulf: the current BA programme in English at the College of Arts and Social Science, Sultan Qaboos University, the Sultanate of Oman. I maintain that the programme is predicated upon conceiving of English as a field (or rather fields) of knowledge, as academic disciplines of English literature, linguistics and translation, each with its own sets of concepts and frames of reference. As such, the programme both falls short of being fully theoretically coherent and fails to take into account the recent educational developments in Oman. Drawing upon the theoretical construct of discourse, I propose an outline of an alternative BA programme in English that revolves around the uses of English and their political implications.

The purpose of this paper is to analyze the various factors that inhibit tourism student’s inclination toward tourism-related entrepreneurial activities in Oman.

The study was conducted with 223 students of tourism studies who were selected on simple random sampling basis and were contacted through a well-defined questionnaire.

The study reveals that the factors like non-discrimination of gender, promotion opportunities and physical working conditions play a crucial role in motivating students to take up tourism-related career. The empirical results also reveal that the high risk of accidents, non-tourism spouse preferences and Omani traditional values discourage tourism. Thus, a natural growth toward setting up of such tourism-related entrepreneurial activities is thwarted.

The study was restricted to undergraduate students of tourism studies in and around Muscat, Oman. The study could be extended to know the insight of the personnel involved in the entire tourism sector in Oman.

The study demonstrates that there is a strong association between the motivating factors and the various reasons that encourage studying tourism. The main factors impeding entrepreneurship tourism are the insufficiency of capital, lack of awareness about the ongoing programmes as well as the lack of entrepreneurial skills.

There exists necessity for the government and the related sponsoring institutions to create an ecosystem that facilitates and encourages tourism entrepreneurs. This will in turn help in the process of diversifying Oman’s future economy toward tourism.

Very few studies have examined the entrepreneurship tourism in Oman for sustainable development, and it is a first-hand study of its kind.