conference proceedings conference proceedings conference ... - Uco

1 downloads 0 Views 2MB Size Report
Sep 13, 2006 - 10th International Technology, Education and Development ... March 7th-9th, 2016 — Valencia, Spain ... this edition has brought together nearly 700 delegates coming from .... "INTED2016.pdf" with your Adobe Acrobat or Acrobat Reader .... The government provides free general and higher education ...
10th International

Technology, Education and Development Conference 7-9 March, 2016 Valencia (Spain)

CONFERENCE PROCEEDINGS

10 years together for education.

10th International

Technology, Education and Development Conference 7-9 March, 2016 Valencia (Spain)

CONFERENCE PROCEEDINGS

Published by IATED Academy iated.org

INTED2016 Proceedings 10th International Technology, Education and Development Conference March 7th-9th, 2016 — Valencia, Spain Edited by L. Gómez Chova, A. López Martínez, I. Candel Torres IATED Academy

ISBN: 978-84-608-5617-7 ISSN: 2340-1079 Depósito Legal: V-337-2016

Book cover designed by J.L. Bernat All rights reserved. Copyright © 2016, IATED The papers published in these proceedings reflect the views only of the authors. The publisher cannot be held responsible for the validity or use of the information therein contained.

INTED2016

10th International Technology, Education and Development Conference

WELCOME INTRODUCTION

Dear INTED2016 participants,

Welcome to this 10th anniversary of INTED! We wish to express our most sincere thanks for being part of this inspiring forum of knowledge exchange. It is a pleasure to present a varied program with a wide range of sessions covering all aspects of learning, teaching and educational technology advances. After 10 years, this edition has brought together nearly 700 delegates coming from more than 80 countries. This will create a truly international and multidisciplinary atmosphere that will promote the interaction with other colleagues with the same aim: to meet, learn and share ideas for a better education. We hope that your participation in this conference will provide you with an opportunity to open your minds to other educational perspectives and explore new horizons. Thank you very much for your contribution to these “10 Years together for Education”.

INTED2016 Organising Committee

INTED2016

10th International Technology, Education and Development Conference

INTED2016 COMMITTEE AND ADVISORY BOARD Aaron Doering

UNITED STATES

Ignacio Candel

SPAIN

Natalie Wilmot Norhayati Ismail

Agustín López

SPAIN

Salvador Tomás

SPAIN

Alfredo Soeiro

PORTUGAL

Iolie Nicolaidou

CYPRUS

Allen Grant Alma B. Rivera-Aguilera

UNITED STATES MEXICO

Alvaro Torres

GUATEMALA

Amparo Girós

SPAIN

Ana Paula Lopes Ana Tomás

Olaf Herden

GERMANY

Ivan Traina

ITALY

Olga Teruel

SPAIN

Javier Domenech

SPAIN

Omar Majid

MALAYSIA

Javier Martí

SPAIN

Ozden Sahin Izmirli

Jayant Ghiara

UNITED STATES

SPAIN

Jelena Gledic

SERBIA

Paulo Cunha

OMAN

Peter Haber

UNITED KINGDOM

Jesudasan Fredrick Thomas

Angela Addison

UNITED KINGDOM

Jill Clark

Antonio García Beyza Yilmaz

SPAIN TURKEY

CYPRUS

Jose F. Cabeza

SPAIN

Robert Pucher

AUSTRIA

Jose Luis Bernat

SPAIN

Rodolfo Matos

PORTUGAL

PORTUGAL

Kai Zhang Kartikay Saini

Chelo González

SPAIN

Ciaran Dawson

IRELAND

Ketevan Kupatadze

Claudia Dörfer

MEXICO

Kiruthika Ragupathi

SPAIN

Dalia Hanna

CANADA

David Martí

SPAIN

Dee O'Connor

AUSTRALIA

Delyan Genkov

BULGARIA

Dušan Barać

SERBIA

Eladio Duque

SPAIN

Ellen Whitford Eva-Catherine Hillemann Evi Papaioannou

UNITED STATES AUSTRIA GREECE

Kem Rogers

Krista Lussier Leonard Walletzký Lorena López Louise Emanuel

PORTUGAL

Roman Dorczak

POLAND

INDIA

Rosellen Rosich

UNITED STATES

CANADA UNITED STATES SINGAPORE CANADA CZECH REPUBLIC SPAIN

Rosslyn Albon Ryuichi Matsuba Sam Kerr Samaneh Tarighat Sergio Pérez Shakila Yacob

SOUTH AFRICA IRAN SPAIN MALAYSIA

Slavi Stoyanov

NETHERLANDS

Mª Jesús Suesta

SPAIN

Souad Demigha

Manishkumar Varma

INDIA

Sudha Goyal

Mª Lurdes Correia Martins

PORTUGAL

Talat Allahyari

Maria Manuela Varela

PORTUGAL

Thelma de Jager

Maria Porcel

Maria Teresa Gastardo Marielle Patronis Mary Kirwan Michael Cameron

SPAIN BRAZIL GREECE UAE IRELAND NEW ZEALAND

Thor O. Olsen Tom Warms Vassilis Bokolas Victor Fester Vladimír Bradáč

Harm Tillema

NETHERLANDS

Haydar Oztas

TURKEY

Miika Kuusisto

FINLAND

Xavier Lefranc

Hulya Gorur-Atabas

TURKEY

Mohamed Alseddiqi

BAHRAIN

Yun Fat Lam

Ignacio Ballester

JAPAN

SPAIN

MOROCCO

Hussein Assalahi

UAE

Luis Gómez Chova

Fouad Chaatit

RÉUNION

UNITED STATES

UNITED KINGDOM

Maria Renata Duran

Gilles Sagodira

Roger Hill

Simon Hayhoe

PORTUGAL

MEXICO

LUXEMBOURG

UNITED KINGDOM

Filomena Soares

Gilda Rosa Bolaños

AUSTRIA

FRANCE

Bruno Guimarães

Cristina Lozano

PORTUGAL

Regis Kawecki

Ju Youn Song

TURKEY

UNITED KINGDOM

Philippos Pouyioutas

LITHUANIA

NEW ZEALAND

Paul Rea

TURKEY

FRANCE

Joanna Lees

Brigita Janiunaite

Canan Karababa

SPAIN

SPAIN

PORTUGAL

SOUTH AFRICA

SINGAPORE

Iván Martínez

Andrew Youde

Annalene van Staden

Norma Barrachina

UNITED KINGDOM

UNITED KINGDOM

Mónica Fernández

SPAIN

SPAIN

Nadia Volchansky

UNITED STATES

Wycliffe Nyaribo

Yurgos Politis Zafer Kurtaslan

FRANCE INDIA IRAN SOUTH AFRICA NORWAY UNITED STATES GREECE NEW ZEALAND CZECH REPUBLIC KENYA FRANCE HONG KONG IRELAND TURKEY

INTED2016

10th International Technology, Education and Development Conference

CONFERENCE SESSIONS ORAL SESSIONS, 7th March 2016 Collaborative Learning Massive Open Online Courses (MOOC) Pedagogical & Didactical Innovations (1) Meet the Keynote Tutoring and Coaching Entrepreneurship Education (1) Management and Development in Education Experiences in Foreign Languages Education Problem-based and Inquiry-based Learning Virtual and Augmented Reality Pedagogical & Didactical Innovations (2) Learning spaces and Next Generation Classrooms Pedagogical Innovations in Primary and Secondary Education Entrepreneurship Education (2) Leadership and Management in Education Language Learning Experiences Flipped Learning Open Educational Resources Pedagogical & Didactical Innovations (3) Creative and Innovative Projects in Education and Technology ICT Innovations in Primary and Secondary Education Professional Development of Teachers Educational Experiences in Health & Life Sciences Mobile Learning in Foreign Languages Mobile Learning Social Media in Education Technology Enhanced Learning Virtual Worlds & Robotics for Inclusive Learning Inclusive Learning ICT Skills and Competencies among Teachers ICT in Health & Life Sciences Technology in Foreign Language Education

POSTER SESSIONS, 7th March 2016 Experiences in Education Research in Education

INTED2016

10th International Technology, Education and Development Conference

ORAL SESSIONS, 8th March 2016 Blended Learning Collaborative Virtual Environments Multicultural and Diversity Issues Special Education Experiences in STEM Digital Competencies & Digital Literacy ICT Experiences in Maths Education New Projects and Innovations in Primary and Secondary Education (1) e-Learning (1) Educational Software and Apps International Experiences and Mobility Programmes Supporting the Undergraduate Experience for Students on the Autism Spectrum Enhancing Learning and the Undergraduate Experience Who’s the best for the job? Experiences in Business Education New Projects and Innovations in Primary and Secondary Education (2) e-Learning (2) E-content Management and Development Evaluation and Assessment of Student Learning Critical Perspectives on 21st Century Education Links between Education and Research Competence Evaluation Experiences in Curriculum Design in Engineering Education Technology in Primary and Secondary Education Research Experiences in Online Education Learning Analytics & Big Data ICT Innovations in Higher Education Quality Assurance in Education (1) Adult & Life-Long Learning Labour Market and Skill Needs Experiences in Engineering Education Teacher Training and Development Research on Technology in Education Educational Software & Student Response Systems University-Industry Collaboration Quality Assurance in Education (2) Postgraduate and Research Experiences Work Employability Experiences in Architecture and Civil Engineering Pre-service Teacher Experiences

POSTER SESSIONS, 8th March 2016 Emerging Technologies in Education New Trends and Pedagogical Innovations

INTED2016

10th International Technology, Education and Development Conference

VIRTUAL SESSIONS Barriers to Learning Collaborative and Problem-based Learning Competence Evaluation Computer Supported Collaborative Work Curriculum Design and Innovation E-content Management and Development e-Learning Education and Globalization Education in a multicultural society Educational Research Experiences Educational Software and Serious Games Enhancing learning and the undergraduate experience Ethical issues in Education Evaluation and Assessment of Student Learning Experiences in STEM Education Impact of Education on Development Inclusive Learning International Projects Learning and Teaching Methodologies Learning Experiences in Primary and Secondary School Lifelong Learning Links between Education and Research Mobile learning New projects and innovations New Trends in the Higher Education Area Organizational, legal and financial issues Pedagogical & Didactical Innovations Pre-service teacher experiences Quality assurance in Education Research Methodologies Research on Technology in Education Student Support in Education Technological Issues in Education Technology-Enhanced Learning Transferring disciplines University-Industry Collaboration Virtual Universities Vocational Training

INTED2016

10th International Technology, Education and Development Conference

ABOUT INTED2016 Proceedings HTML Interface: Navigating with the Web browser This USB Flash drive includes all presented papers at INTED2016 conference. It has been formatted similarly to the conference Web site in order to keep a familiar environment and to provide access to the papers trough your default Web browser (open the file named "INTED2016.html"). An Author Index, a Session Index, and the Technical Program are included in HTML format to aid you in finding conference papers. Using these HTML files as a starting point, you can access other useful information related to the conference. The links in the Session List jump to the corresponding location in the Technical Program. The links in the Technical Program and the Author Index open the selected paper in a new window. These links are located on the titles of the papers and the Technical Program or Author Index window remains open. Full Text Search: Searching INTED2016 index file of cataloged PDFs If you have Adobe Acrobat Reader version 6 or later (www.adobe.com), you can perform a full-text search for terms found in INTED2016 proceedings papers. Important: To search the PDF index, you must open Acrobat as a stand-alone application, not within your web browser, i.e. you should open directly the file "INTED2016.pdf" with your Adobe Acrobat or Acrobat Reader application. This PDF file is attached to an Adobe PDF index that allows text search in all PDF papers by using the Acrobat search tool (not the same as the find tool). The full-text index is an alphabetized list of all the words used in the collection of conference papers. Searching an index is much faster than searching all the text in the documents. To search the INTED2016 Proceedings index: 1. Open the Search PDF pane through the menu "Edit > Advanced Search" or click in the PDF bookmark titled "SEARCH PAPERS CONTENT". 2. The "INTED2016_index.pdx" should be the currently selected index in the Search window (if the index is not listed, click Add, locate the index file .pdx, and then click Open). 3. Type the search text, click Search button, and then proceed with your query. For Acrobat 9 and later: 1. In the “Edit” menu, choose “Search”. You may receive a message from Acrobat asking if it is safe to load the Catalog Index. Click “Load”. 2. A new window will appear with search options. Enter your search terms and proceed with your search as usual. For Acrobat 8: 1. Open the Search window, type the words you want to find, and then click Use Advanced Search Options (near the bottom of the window). 2. For Look In, choose Select Index. 3. In the Index Selection dialog box, select an index, if the one you want to search is available, or click Add and then locate and select the index to be searched, and click Open. Repeat as needed until all the indexes you want to search are selected. 4. Click OK to close the Index Selection dialog box, and then choose Currently Selected Indexes on the Look In pop-up menu. 5. Proceed with your search as usual, selecting other options you want to apply, and click Search. For Acrobat 7 and earlier: 1. In the “Edit” menu, choose “Full Text Search”. 2. A new window will appear with search options. Enter your search terms and proceed with your search as usual.

THE IMPORTANCE OF EDUCATION TO IMPROVE WOMEN LEADERSHIP AT ORGANIZATIONS: THE CASE OF SAUDI ARABIA M. Kattan1, C. De Pablos-Heredero1, V. Margalina2, J.L. Montes-Botella1, A. García-Martínez3 1

2

Universidad Rey Juan Carlos (SPAIN) Universidad Técnica de Ambato (ECUADOR) 3 Universidad de Córdoba (SPAIN)

Abstract Saudi women find many obstacles that avoid them reaching leadership positions in the organizations. The social perspective, the values and the culture are some arguments that impede that women occupy leadership positions. In this research, education, one of the organizational factors that promote the success of women in general and Saudi women in particular is considered. According to the statistics coming from the Ministry of Education in Saudi Arabia, a positive evolution in terms of education has taken place for women in comparison to men. The number of women graduated at the University has reached a 60% in year 2014. This improvement in education has not been translated into higher rates of women’s employment and entrepreneurship initiatives in the country. Compared to men, women represent a 17% of the whole employment rate and it means the lowest rate in the world. Only a 12% of women are entrepreneurs compared to a 21% of men in the region. Women face important obstacles to reach leadership positions in their professional paths. Some authors describe how the cultural context where the education takes place impact in women and men expectations, even though their academic background. Some previous analyses show a positive relationship between the level of education at leadership levels and the organizational results. Education is therefore important to reach leadership positions at organizations. The main objective of this paper is to analyze if higher degrees of education in women imply higher levels of success in the organization based in a group of reasons derived from the literature review and in an empirical analysis developed in the Saudi Arabian context. Discussion can be of interest so that government agencies can help to reinforce the education initiatives oriented to women that promote women leadership. Keywords: Saudi, women, leadership, success, education, organizational factor.

1

THE IMPORTANCE OF EDUCATION IN LEADERSHIP CAPABILITIES

Education in the general sense is any act or experience that has a formative effect on the mind, character, or physical ability of an individual. It can be defined as the act or process of acquiring knowledge during childhood and adolescence [1]. An educated person that has access to optimal states of mind makes him/her able to perceive accurately, think clearly and act effectively to achieve self-selected goals and aspirations [2]. No doubt that education contributes to personal and economic well-being, and creates knowledge base which leads to qualifications that may benefit in developing works [3]. According to the OECD [4] Women in Business Report in the Middle East and North Africa Region (Mena), literacy rate reaches 100% among women of 15-24 years old in the Gulf countries, Jordan, Syria and Tunisia, while this rate decreases up to70-75% in Egypt, Morocco and Yemen. The rate of tertiary –level education is uneven in some MENA countries. While it represents more than 50% of women between the age of 15-24 years in Lebanon and Libya, it is only 10% in the rest of MENA countries [4]. Education is at the forefront of the Saudi Government's priorities along times. As government considers it the bedrock for the progress of nations, the education sector has witnessed important developments since the founding of the first Ministry of Education. Thousands of elementary, intermediate and secondary schools have been established, in addition to colleges, higher institutes and several universities.

Proceedings of INTED2016 Conference 7th-9th March 2016, Valencia, Spain

1271

ISBN: 978-84-608-5617-7

The government provides free general and higher education (post-secondary), and financial help for male and female students in some areas of general education. University students receive financial help and free housing. In addition, meals, books, and transportation are offered at subsidized prices especially for female students who are provided with free transportation [5]. According to the last statistics of the Ministry of Education in the Kingdom of Saudi Arabia (he.moe.gov.sa, 2015), a progress in student numbers in different phases of education has been produced. Statistics also show that there is remarkable increase of the number of females in all Saudi Universities as estimated in March 2015 compared to previous years. Meanwhile, for female in the recent years (2006-2007-2008-2009) ranged from 49-50% of students, the last statistics conducted in 2015 indicated that they represent 42.0928 out of 66.9271 which means about 63% of the total students studying in the Saudi Universities whether regular or external. In the past few decades, the Gulf Cooperation Council (GCC) admits that women have made enormous strides in their access to education especially in UAE and Saudi Arabia, as 60 percent and 70 percent, respectively, of university students are women, and GCC governments regularly sponsor women who want to study abroad and bring new talents and skills back to their burgeoning economies [6]. Despite the improvement in the gender gap in education, this is not reflected in women's employment and entrepreneurship rates. Compared to men who represent 48% of employment rate, women represent only a 17% and remain the lowest employment rate in the world. Concerning entrepreneurial activities the gap is also high. Only 12% of women are entrepreneurs compared to 31% of men in MENA region [4]. No doubt that there is a strong link between getting higher education certificates and becoming a more effective leader. Westbrook [7] proves that there is a relationship between educational qualifications of chief financial officers and effectiveness of local district financial leadership in Alabama Public Schools. It is true that the more a person gets higher educational certificates, the more opportunity he gets to take leadership positions, and the more success he can achieve. Hence, academic degrees are important in order to gain high leadership occupations and to be more effective in those positions; this is why employers and policy makers value academic qualifications [8]. It is recently noted that women have enrolled more than men in educational institutions whether preliminary, secondary or even high universities and they get better marks and achieve more percentage in average results than men in general. Women success in leadership is about making the most of their talents and abilities, and that requires dedication and study in academic institutions that will stretch their intellectually. As mentioned above, women in Saudi Arabia achieve highest levels of enrolment in different educational phases than men. Girls represent now about 60% of students in educational institutions as a result of the government’s effort to promote women’s education, although they still represent only 14% of its labour force. Most of them work in education, 6% in public health, and 95% in the public sector [9]. Women still face several obstacles to get leadership positions match with their educational qualification [10], and the qualifications they get, as female leaders are still less favourable than that of male ones in Saudi Arabia, even if they get higher educational qualifications more than men, as [11] mentioned that the context of a culture affects gender expectations for women and men as men are still preferred.

2

RESEARCH METHODOLOGY AND HYPOTHESIS

The researchers performed a model to analyze a sample of 37 Saudi women. To test the validity of the model and the hypotheses the researcher applied a Structural Equation Model (SEM). The model was estimated via Partial Least Squares (PLS) by using Smart PLS 3 Software [12]. The bootstrapping technique with 500 samples was used to estimate the significance of the weights [13]. Smart PLS was chosen to estimate the model according to the following criteria: its algorithm converges in most cases achieving high statistical power even with reduced sample sizes, it is robust against missing data and it also presents prediction accuracy and non-data multi normality requirements [14]. The main purpose of our research is to determine whether the education qualification levels in women’s leadership model n explains the success of women leadership in Saudi Arabia.

1272

H1. The more education qualification women leaders have, the more success they may achieve Saudi Arabia is considered as one of the Arab countries that encourage female education to compete the global market place especially in science and technology [15]. The majority of managers who are carrying different university certificates succeeded in their positions after obtaining some form of qualifications [16]. [17] And [18] have shown that there is a relationship between leadership style and educational achievement. Leadership capabilities can also be obtained by training and acquiring of leadership skills. [19] Supported that such skills can be acquired by excessive training and practice, which is measured as the starting point of building leadership personality. Hence in this hypothesis we have tested if higher education can play a role in the success of women leadership. Also, we have tested the relationship between training and success in leadership positions.

3

RESULTS AND DISCUSSION

Internal consistency was measured by Composite Reliability and AVE (Table 1). Overall, the Composite Reliability takes values higher than the recommended 0.5 by [20]. Table 1. Quality Criteria Overview AVE Education

Composite Reliability

R Square

0.41

0.41

0.74

Communality

Redundancy

The significance of the path coefficients was determined by the pseudo t-statistics. Path coefficients are significant if t-values exceed the 1.96 limit value (95% two tailed confidence interval). Overall, the relationship tested in the hypothesis did not have as result t-values higher than 1.96 limit value. Education and Training (t=3.42; pSuccess

-0.07

-0.12

0.22

0.22

0.33

Standard

0.743

*p < 0.05 Results show that women, with high qualification, have received more training and have higher knowledge and experience.

4

CONCLUSIONS

Leadership success is found to have a positive impact on the success of organizations, where successful leaders can achieve organizational goals more efficiently and effectively. The presented model points out how education promotes the success of the leader. Culture and society may represent an obstacle to the success of women in leadership like what happens in K.S.A., where Saudi women suffer from many forms of discrimination, that hamper their opportunity to get leadership positions, especially the traditional culture of Saudi society, which mixed with some Islamic practices embodied obstacles to women in Saudi Arabia to assume leadership positions. Furthermore, Saudi society with its special composition represents an obstacle to the success of women's leadership, while social mobility and Saudi culture currently on their way to modernity have seen many forms of change in favour of women's work and acceptance of her leadership. Empirical results show that the leadership model does not explain the women leadership success in Saudi Arabia at this moment. Overall, the factor analysed have not shown a significant impact on the final variable measured, leadership success of Saudi women. These results can be explained by the short access time of Saudi women in leadership positions. Also, our empirical study has shown that Saudi women with high studies also receive more training and present higher levels of knowledge and experience. Saudi Arabia has made important investments in the education of women in the last years and there is an important number of women who have the education and training for reaching leadership positions. The rate of Saudi women literacy has increased as it reaches 60% of students in higher education, and a very large number of them earned master and PhD degrees. But, as our study reveals, the country still does not fully exploits this potential.

1273

Although the results of our research are important, the study presents several limitations. The biggest limitation of the study is the lack of literature conducted in the topic of women leadership as general and Saudi Arabia in particular. This may have affected our results. In further investigations other measures more oriented to K.S.A culture and society should be identified. Another limitation is that most of the participants of the interview are working on the educational field, a thing that reflected the lack of various opinions from other fields of leadership. Use as many sections and subsections as you need (e.g. Introduction, Methodology, Results, Conclusions, etc.) and end the paper with the list of references.

REFERENCES [1]

The American Heritage ® Dictionary of the English Language. Fourth Edition Copyright ©2000 by Houghton Mifflin Company. Updated in 2009. Published by Houghton Mifflin Company.

[2]

Berg, A. T., Hesdorffer, D. C. & Zelko, F. A. (2011). Special education participation in children with epilepsy: what does it reflect? Epilepsy & Behavior, 22(2), 336-341.

[3]

Australian Bureau of Statistics (ABS). (2006). Education and training experience. Australia 2005 (Data Cubes Only). Published: Wednesday 13 September 2006.

[4]

OECD. (2014). Women in business 2014: Accelerating entrepreneurship in the Middle East and North Africa Region. OECD Publishing.

[5]

Souad, Ahmad, M., Al- Omari. (2007). Leadership in Saudi Arabia, Riyadh. King Saud University Press. P3

[6]

Eagly, A., H. (2007). Female leadership advantage and disadvantage: Resolving the contradictions. Psychology of Women Quarterly, 31, pp. 1–12.

[7]

Westbrook, P. (2009). The Relationship between the educational qualifications of chief financial officers and the effectiveness of local district financial leadership in Alabama public schools: A policy analysis 7(3), pp. 12-17.

[8]

Nissar, N.D. (2010). Academic qualifications are commonly felt to give a person the best chance of success in life. How far is this true? Thursday, January 14, 2010 g, p36. At http://www.idebate.org/debatabase/topic_details.php?topicID=885.

[9]

Miller, B. (2011). Education, knowledge sharing between project teams and its cultural antecedents. Journal of Knowledge Management 16(3), pp.435 – 447.

[10]

DeAnne, Aguirre, Melissa Master Cavanaugh, and Karim Sabbagh. (2011). Future of women leaders in the middle east. Development Magazine 63, pp. 42-48.

[11]

Cheung, F., Halpern, D.F. (2010). Women at the top: Powerful leaders define success as work family in a culture of gender. American Psychologist 65(3), 182-193.

[12]

Ringle, C.M., Wende, S. & Becker, J.M. (2014). SmartPls 3. Hamburg: SmartPLS. Retrieved from http://www.smartpls.com.

[13]

Efron, B., Tibshirani, R. (1995). Cross-validation and the bootstrap: Estimating the error rate of a prediction rule. Division of Biostatistics, Stanford University.

[14]

Henseler, J., Ringle, C.M., Sinkovics, R.R. (2009). The use of partial least squares path modeling in international marketing. Advances in International Marketing 20, 277-320.

[15]

Morgan, T. (2008). Saudi Arabia: More female graduates but no more jobs. 16 March 2008

[16]

Anderson, Berdahl, J., L. (2005). Men, women, and leadership centralization in groups over time. Group dynamics: Theory, research, and practice editorial, 9, 45-57.

[17]

Haymon, Alice H.; Makhijani, Mona G. Klonsky, Bruce G. (1992). Gender and the evaluation of leaders: A meta-analysis. Psychological Bulletin, 111(1), p 3-22.

[18]

Balcony, J. (2006). Education is key for women to overcome barriers in politics. Article published on Internet at http://mcminnala.com/pros-cons/education-is-key-for-women-toovercome-barriers/

[19]

DeKlein, K. (1997). How to be an effective leader. OMAF; Meg Penstone – OMAF, pp.12-18.

1274

[20]

Fornell, C, Larcker, DF (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research 18(1): 39-50.

1275