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The reign of Alfons the Magnanimous (1416-1458) is an exceptional laboratory for the social study of war. Its recurrence and the different areas where the armies were mobilized are a unique setting for observation. And it is even more outstanding thanks to the vast amount of documentation preserved, which allows us to study the period in a much wider way. The aim of this paper would be to approach the human component of the medieval Catalano-aragonese armadas studying the particular case of the Royal fleet organised by King Alfons the Magnanimous in 1432 against de Tunisian island of Djerba. Often the motivation and relationship between the sea and the men who participated in such expeditions were very diverse, heterogeneous or even non-existent. The armada became somehow an exchange between social groups, sometimes forced, of different influences –economic, social, political, cultural- of different social status, communities of diverse territories and Kingdoms of the Crown of Aragon and, finally, between seafarers and landsmen.
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Réputée pour sa douceur de vivre, l'île apparaît comme le dernier bastion des juifs tunisiens. Rencontre avec une communauté attachée à ses traditions.
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This research undertakes a critical evaluation and analysis of the leadership style at higher education institutions in Oman and determines whether the direction it takes is in strict conformity with creating an enabling environment there. To address this, Saxena’s framework on creating an enabling environment in higher education is used as a foundation, along with the theoretical concepts of transformational leadership to explore the role of heads of higher education institutions in creating an enabling environment. Hence, the major question examined in this thesis is: “To what extent do presidents and deans create an enabling environment and act as transformational leaders at private higher education institutions in Oman?”<br/><br/>The research employed a mixed method design in which data were collected through a combination of semi-structured interviews with presidents, deans, officials, and recent graduates. A survey of lecturers, full-time employees, and students was also undertaken to seek their views. The target sample in the main research was drawn from six private universities and colleges and selected public Ministries.<br/><br/>In line with the theoretical structure, the findings of the research show the higher education environment in Oman to be an area of concern. The findings highlight four gaps, which also fall in line with the four components introduced by Saxena. The first gap is between the higher education institutions and industry; the second gap relates to empowerment among staff, management, governance and authorities; the third gap is between physical environment and facilities; and the fourth gap is between research and teaching. The findings recommend a leadership framework to provide necessary guidelines for creating an enabling environment.<br/><br/>The research opens avenues for upcoming researchers who would add more to the previously achieved goals so that the sustenance offered by lifelong learning may also be perpetuated in the years to come.
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