Finally contacted all the big hitters at the helm of our MA program, both at Leeds and the local host college. My arguments have been purged of all emotion and distilled to pure and- I hope- compelling- reason. Since it is now 2:17 AM I just hope my judgement can be trusted. Here it is.

I deeply appreciate the fact that you have listened, and continue to listen despite your many other commitments. Indeed, my respect for the department staff continues to grow as I discover more about instructors' thought in books, articles and excavations of the VLE. Your own feedback has been most helpful, and the article by Coleman which you provided on my request (email of 2/1/2008) illuminated "Society and the Language Classroom" (under Coleman's editorship) beautifully. The digital resources offered by the Leeds University website, library and staff are phenomenal and abundant beyond necessity. The resourcefulness and mutual support of co-students are also of inestimable value.

So why am I making such a fuss? I am privileged to have obtained plenty of resources (although several books on our reading list are unavailable) and access to a fast internet connection. My reading is done and my writing has begun. While I deeply appreciate all the kind offers made, I must emphasise that this is not about me. (If it were, I would be silently soldiering away at my assignment armed with what resources I could muster.) The stakes are far higher than that, as I will proceed to explain.

A more complete set of textbooks from the reading list should be supplied to this group at Majan College Library for four compelling reasons which affect all stakeholders.

The first reason why students need access to the recommended books is the structure of the course itself. While other books, journal articles and online resources are invaluable in deepening and updating students' understanding of the core module material, the foundation stones are found in the central collection of textbooks which underpin the compilation of the course. According to the MA TESOL (Oman) handbook (p.31), the course is "relatively lightly taught" and "assumes... a lot of... independent reading." Understanding the fundamentals of the course, then, depends on independent reading of the books that receive cursory mention in lectures. Furthermore, the vital place of the core texts is reflected in the taught postgraduate assessment criteria listed in the handbook (p.35). Both the "Coverage" and "Support" sections refer to "coverage of major sources". This implies the foundational role of "major sources", which may admittedly lie beyond the scope of the recommended readings, but are likely to include at least a viewing of these texts. In short, books on the recommended reading list appear to play a central part, both in the learning and the assessment process. These books are, therefore, vital if students are to understand and produce assignments that do this excellent programme and its tutors justice.

The second is the outcome of this programme. Oman's education system is in serious need of teaching professionals who not only personally identify with the nation but also have deepened, broadened expertise in their field. If this country is to benefit from the postgraduate education of the Omani and other educators in this course, it is imperative that every possible means for the enrichment of their learning be provided. Recommended textbooks are the keystone: a large chunk of it is missing.

The third argument involves the cost of tuition in this course. It struck me that a full-time foreign student at the University of Leeds pays GBP 9700 for a spectrum of modules and access to the multitude of facilities, academic and otherwise, offered by the university. Students in this course have paid the equivalent of GBP 9000 each. The costs of flying faculty, teaching materials and administration considered, the total earnings from 21 students (over GBP 180 000) surely do justify a more complete collection of books from each module's reading list.

Finally, and significantly to every one of us, is the matter of reputation. As has been pointed out, high standards are the pride of both Leeds University and Majan University College. I believe this also holds true for every student in this course, and for the country that is so graciously hosting us. As educators, the students in this course have a significant and lasting effect on our environment. Like pebbles flung into water, our work inevitably creates ever-expanding ripples in our classrooms, organisations, communities and society at large. The quality of these effects will reflect on our value as professionals, but also on the establishments that formed us professionally. The more opportunities we receive to learn, thoroughly, deeply and broadly, the better we are able to represent you.

To sum up, the structure of the course, the societal requirements of future graduates, the expectations set by tuition fees and the reputation of all the stakeholders demand the provision of a more complete set of textbooks to the MA TESOL (Oman) students. The long and the short of it is that with more complete provision of the recommended textbooks, we all win. That, I believe, is worth making a fuss for, and I thank all the staff at both establishments who have patiently heeded my call. I hope I have convinced you that it is a call worth heeding, not on behalf of one rabble rouser, but on behalf of every student, instructor and administrator involved in this promising endeavour.

The Emperor's New Designer Threads

My crusade for justice has begun. I am no longer angry, but I am fiercely clear-headed and dangerously logical.

According to the Vision of Majan University College (http://majancollege.edu.om), it aims to "be a premier University institution providing students with value added Higher Education of International standards in a dynamic environment that fosters knowledge, values and sustainable employment skills." The Mission Statement sets the following targets: "to build a knowledge based learning organization", "strive for excellence in learning, teaching and research", "develop the creative potential of all its staff members" and "equip its students to make effective contributions to society and the economy".


Inspired by these lofty goals in addition to the reputable Leeds programme, I eagerly joined this course, and it was impressive to see that many of the staff I met truly personify this vision and mission. One of my key motivations for choosing this programme over distance learning was the access to resources that would be consistent, not only with the mission and vision of Majan, but also with the tuition fees. (21 students registered for the course hosted by Majan, raising over OMR 140 000, or GBP 180 000.The tuition fee per student is OMR 7000, equivalent to GBP 9000. A full-time foreign residential MA TESOL student at Leeds University pays GBP 9700 and has full access to tuition, resources and all on-campus facilities.) It is disconcerting that, two months into the course, our resources are limited to a collection of twelve books, mostly in single copies, some in duplicate, while any other sources are only available for reference inside the library. This for the princely sum of nine-tenths of residential study. Twelve books.

However, my fundamental concern is not the books: they can be bought, shared, borrowed. Students have been phenomenally resourceful, and as you yourself said, clear, original thought is more important than resources. My fundamental concern is the apparent underlying message that not only is the bare minimum sufficient, but anything more is a bit of a nuisance. The obstacles in the way of our group's students are more than ample, ranging from unpredictable work and family responsibilities, resource problems, mediaeval internet facilities and distance from the library, to language difficulties and a profound aversion to the written word. Additionally, as foreign students and non-native speakers of English, (not to mention being hosted by an oil-rich country) our MA degrees will forever be skeptically scrutinised unless we can shatter the preconceptions against us with sterling performance. Sterling performance may require a bit of reading. Which may, in turn, call for a few books.


The bottom line is that students deserve the opportunity to take more out of this course than a piece of paper in a gilt frame. I am paying for an education, not a degree. As to the current library situation, the BA students are entitled to their books and should receive priority over the MA students for those titles. By the same token, the MA students should be entitled to access the titles from their complete reading list- as a bare minimum- if Majan's vision, mission and the tuition fees are to be accounted for.

I have the greatest appreciation for all those staff who have embodied this vision and enacted this vision, and I trust that the library facilities will be brought in line with these ideals.

Job... Career... Vocation

A few nights back I woke up from a dream where the highway drove me straight ninety degrees up to where a city awaited. A whole new city in a whole new dimension where I was the first inhabitant. My officemate, a literature buff with a penchant for Jungian psychoanalysis, surmised this to mean that potential is about to be fulfilled in a whole new paradigm.This seemed valid, but applicable to my life in general and my writing. But today it took on a whole new meaning.At 11.30 this morning my head of department told me I had one hour to report back if I wanted to join the Leeds University MA TESOL course hosted by Majan University College in Muscat. I had considered this course last year and decided against it- would I change my mind? I remained lukewarm, until I realised that destiny has never knocked gently on my door: it has always barged right in. As it has once again. And has it ever let me down before?