The Role of the Universities in Counterterrorism and Electronic Extremism from the Viewpoint of the Faculty Members at Al Balqa Applied University and Naif Arab University for Security Sciences

The purpose of the study is to investigate the role of the universities in counterterrorism and electronic extremism from the view point of faculty members at Al Balqa Applied University and Naif Arab University for Security Sciences; it aims also to investigate the effect of faculty members' gender, academic qualification, and experience on their viewpoint. The sample of the study was selected purposefully. It consisted of (94) faculty members, (71) male and (23) female faculty members at Al Balqa Applied University and Naif Arab University for Security Sciences. This sample was used to investigate the role of the universities in counterterrorism and electronic extremism and a questionnaire was distributed among them.The findings of the study indicated that there are no statistically significant differences at (α= 0.05) in faculty members' views about the role of the universities in counterterrorism and electronic extremism due to Gender variable. Results also showed that there are statistically significant differences at (α= 0.05) in faculty members' opinion due to qualification variable in favor of PhD Degree, there are statistically significant differences at (α= 0.05) due to experience variable. To find out Multiple Comparisons differences post hoc test using Scheffe Method was conducted, results showed that there are statistically significant differences at (α= 0.05) between Less than 5 years and 10 years or above in favor of 10 years or above. Keywords: Counterterrorism, Electronic Extremism

The Reality of the role of Jordanian Universities In Promoting Moderate Ideologies among Students Based on Amman Message

The present study aimed to explore the reality of the role of Jordanian universities in promoting moderate ideologies among students based on Amman Message from the students’ perspective. It aimed to explore whether there is any significant difference between the respondents’ attitudes which can be attributed to gender, faculty, university, academic year, program and GPA. The sample consists from 400 students. Those students were selected from the University of Jordan, Yarmouk University, and Mu’tah University. A questionnaire was developed. It consists from 40 items. It sheds a light on 4 areas. These areas are: (faculty members, students, student union, and university activities). It was found that Jordanian universities play a moderate role in promoting moderate ideologies among students based on Amman Message from the. That’s because the overall mean is 3.41 which is moderate. The mean of the (faculty member) area is 3.48. It’s moderate and ranked first. The mean of the (student) area is 3.45. It’s moderate and ranked second. The mean of the (student union) is 3.39. It’s moderate and ranked third. The mean of the (university activity) area is 3.32. It’s moderate and ranked last. It was found that there is a significant difference between the respondents’ attitude which can be attributed to faculty. The latter difference is for the favour of the ones enrolled in human sciences faculties. It was found that there is a significant difference between the respondents’ attitude which can be attributed to university. The latter difference is for the favour of the ones enrolled in the University of Jordan. It was found that there is a significant difference between the respondents’ attitude which can be attributed to academic year. The latter difference is for the favour of the freshmen. It was found that there is a significant difference between the respondents’ attitude which can be attributed to GPA. The latter difference is for the favour of the ones whose rating is (very good). It was found that there isn’t any significant difference between the respondents’ attitude which can be attributed to gender or program. The researchers recommend promoting moderate ideologies among students. They recommend promoting awareness among students about awareness among students about the significance of moderate ideologies. They recommend fighting against extremist ideologies. They recommend carrying out activities to promote moderate ideologies among students. They recommend moderate ideologies among students through the student union. That shall contribute to the development of balanced personalities DOI: 10.7176/JEP/11-20-09 Publication date:July 31st 202

The development of Saudi Arabian Entrepreneurship and Knowledge society

The current knowledge society has become a major factor in the distinction between countries, as many of them have sought to focus on knowledge and information; considering it the main resource. This study aims to identify the subject of the entrepreneurship's development in Saudi Arabia and contributes to the attainment of the knowledge society. We used the analytical descriptive approach and the questionnaire tool. The study population was represented by the Ministry of Economy and Planning officials in Saudi Arabia. Furthermore, the study’s sample consisted of 80 subjects, among which 60 were valid for analysis. We found that the impact on Saudi Arabia entrepreneurship, project participation and execution are reliant on support and encouragement of the concept itself while the level of education significantly influences the likelihood of project success.

Impact of the Blue Ocean Strategy Dimensions in Achieving Competitive Advantage from the Perspective of Faculty Members

This study aims to investigate the impact of the Blue Ocean Strategy (BOS) dimensions in achieving a competitive advantage at Middle East University (MEU) - Jordan using a case study method with a simple random sample of (93) faculty members. The research employed a questionnaire as the main instrument to collect data and information. The findings of the study suggest that the dimensions of the Blue Ocean Strategy and competitive advantage were extensively used at MEU. Moreover, a positive correlation was observed between the dimensions of the Blue Ocean Strategy and competitive advantage. The research also confirmed that there is a significant impact from the Blue Ocean Strategy dimensions on achieving competitive advantage. The study proposes several recommendations, including enhancing the implementation of the Blue Ocean Strategy dimensions at MEU through the material and moral motivation, investing in competitive advantage dimensions, and managing relationships between dimensions to ensure continuous sustainability. These recommendations are expected to improve the competitive position of MEU and enhance its performance in the long run

Academic freedom, university autonomy and admission policy in the Jordanian public universities

This study examines the extent of academic freedom for academics and students, university autonomy and equality of admission in the Jordanian public universities. It examines academic freedom in terms of freedom to express views and ideas, freedom to select course content, freedom to select research subjects, freedom to participate in social and political activities, freedom to participate in decision making and freedom to be promoted from one academic rank to another. Also, it considers university autonomy in terms of admission of students, appointment of academics, establishing new programmes of study and research, administration of students' affairs and university autonomy from the pressure of society. Finally, it examines the admission policy in terms of the equality of the admission criteria; these are the Tawjihi scores and the quota components. The main subjects of the study comprised a sample of higher education academics, policy makers and postgraduate students from the six public universities. The study employed qualitative and quantitative research methods; questionnaires were used to obtain the views of the postgraduate students regarding academic freedom for students and equality of admission policy. Interviews were used to obtain academics and policy makers' views regarding academic freedom, university autonomy and equality of the admission policy. There was also analysis of related documentary material. From this study, it appears that academic freedom for academics and students is controlled and limited by social, security and legal constraints. These limitations affect freedom of expression, freedom of publishing, freedom to select course content, freedom to select research subjects, freedom to participate in social and political activities, freedom to participate in decision making and freedom to be promoted from one academic rank to another. Also, university autonomy is restricted by social and governmental regulations and security restrictions, while university autonomy to admit students is restricted by the HEC (Higher Education Council) criteria of admission. Furthermore, the admission policy is flawed by the inequality of the criteria which have not achieved equality among students. In the light of the findings of this study, recommendations have been made for the development of academic freedom for academics and students, university autonomy and equality of the admission policy and an indication given of possible future research studies

Academic freedom, university autonomy and admission policy in the Jordanian public universities

This study examines the extent of academic freedom for academics and students, university autonomy and equality of admission in the Jordanian public universities. It examines academic freedom in terms of freedom to express views and ideas, freedom to select course content, freedom to select research subjects, freedom to participate in social and political activities, freedom to participate in decision making and freedom to be promoted from one academic rank to another. Also, it considers university autonomy in terms of admission of students, appointment of academics, establishing new programmes of study and research, administration of students' affairs and university autonomy from the pressure of society. Finally, it examines the admission policy in terms of the equality of the admission criteria; these are the Tawjihi scores and the quota components. The main subjects of the study comprised a sample of higher education academics, policy makers and postgraduate students from the six public universities. The study employed qualitative and quantitative research methods; questionnaires were used to obtain the views of the postgraduate students regarding academic freedom for students and equality of admission policy. Interviews were used to obtain academics and policy makers' views regarding academic freedom, university autonomy and equality of the admission policy. There was also analysis of related documentary material. From this study, it appears that academic freedom for academics and students is controlled and limited by social, security and legal constraints. These limitations affect freedom of expression, freedom of publishing, freedom to select course content, freedom to select research subjects, freedom to participate in social and political activities, freedom to participate in decision making and freedom to be promoted from one academic rank to another. Also, university autonomy is restricted by social and governmental regulations and security restrictions, while university autonomy to admit students is restricted by the HEC (Higher Education Council) criteria of admission. Furthermore, the admission policy is flawed by the inequality of the criteria which have not achieved equality among students. In the light of the findings of this study, recommendations have been made for the development of academic freedom for academics and students, university autonomy and equality of the admission policy and an indication given of possible future research studies

General Course Catalog [January-June 2015]

Undergraduate Course Catalog, January-June 2015https://repository.stcloudstate.edu/undergencat/1121/thumbnail.jp

General Course Catalog [January-June 2016]

Undergraduate Course Catalog, January-June 2016https://repository.stcloudstate.edu/undergencat/1123/thumbnail.jp

General Course Catalog [July-December 2016]

Undergraduate Course Catalog, July-December 2016https://repository.stcloudstate.edu/undergencat/1124/thumbnail.jp

General Course Catalog [July-December 2015]

Undergraduate Course Catalog, July-December 2015https://repository.stcloudstate.edu/undergencat/1122/thumbnail.jp