BSpace

The British University in Dubai (BUiD) Digital Repository

Welcome to BSpace, the online institutional repository of the British University in Dubai. BSpace provides access to the Dissertations, Thesis, Research projects, Faculty publications and archives of BUiD.

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Now showing 1 - 7 of 7

Recent Submissions

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Fostering Investment Through the Experience Economy: The Case of Dubai
(The British University in Dubai (BUiD), 2028-07) AL AFRIDI, MARIAM; Professor Abubakr Suliman
This study aims to explore how the Dubai Government can effectively harness and capitalise on the concept of the experience economy to enhance its competitiveness globally and double its economy within the next decade. Employing an exploratory qualitative case study approach, the research draws on primary data gathered from government sources and open-ended interviews with ultra-high net worth individuals (UHNWIs) residing in Dubai. The findings reveal that Dubai has emerged as a prominent hub of the experience economy by adapting and aligning its business offerings with the four realms of the experience economy. This strategic alignment has led to significant achievements, including heightened investments. Two key success factors stand out: the government's progressive, flexible, and agile approach towards doing business; and the strong relationship forged between the government and these ultra-high-net-worth individuals. Moreover, the economic implications are substantial, as the findings can guide the Dubai Government in attracting further investments into the city. From an academic perspective, this study marks the first exploration of the experience economy within the context of government–business interactions. The lessons drawn from this research have broader applications and can be applied to other cities seeking to attract and retain UHNWIs. Ultimately, this study serves as empirical findings for the Dubai Government to make necessary provisions in order to enhance its appeal to UHNWIs and maintain its status as a global leader.
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Developing a Framework for Designing and Assessing Professional Development in Educational Technology : A Study in a Private School in the UAE
(The British University in Dubai (BUiD), 2024-06) HUSSAIN, MALAK; Professor Christopher Hill
The integration of technology in education is essential for enhancing learning experiences and preparing students for a technology-driven world. However, many teachers lack the necessary skills and confidence to effectively incorporate technology into their classroom practices. This dissertation investigates the impact of technology-related professional development (PD) on teachers' self-reported technology competencies and their application of technology in classroom practices, addressing the critical need for effective PD programs that can bridge this gap. The study involved the development and administration of a self-reported ICT competencies survey, the observation of classroom practices using a custom-developed observation tool, and the implementation of a comprehensive PD program followed by a subsequent reassessment using the same instruments. The findings demonstrate significant improvements in teachers' self-reported competencies and classroom practices following the PD sessions. The validated self-rating technology skills survey and classroom observation tool proved to be reliable and effective measures for assessing teachers' ICT competencies and the integration of technology in teaching. The study underscores the necessity of well-designed PD programs that incorporate active learning, collaboration, and sustained support to enhance teachers' technology integration skills.
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The Impact of Peer Support (Buddy System) Intervention on the Academic Achievement and Social Development of Elementary School Students in Inclusive Classrooms in a Government School in Fujairah
(The British University in Dubai (BUiD), 2024-03) ALZAABI, ONOUD; Dr Ahmed Abubakar
This dissertation examined the efficacy of a peer support strategy, specifically, a buddy system in inclusive classrooms at a government school in Fujairah. The study focused on how this intervention influenced the academic performance and social development of elementary school students. The investigation employed a mixed-methods research approach by integrating the quantitative evaluations of an academic performance standardised test and survey with the qualitative investigation of social development using interviews with students. This study used a semi-experimental approach which allowed insight into a real-world example of the use of peer support intervention in an inclusive classroom. The findings showed a notable beneficial effect of the buddy system on academic performance and social development. Statistical analysis found significant enhancements in academic performance measures, while the qualitative data revealed the development of strong peer relationships, better communication skills, and improved teamwork abilities in students participating in the buddy system. Heightened inclusivity and cooperation in the classroom setting were found from the data collected. This study emphasised the efficacy of peer support interventions, such as the buddy system, in promoting holistic growth among diverse student populations in inclusive educational settings. The dissertation highlighted the need to utilise cooperative and inclusive methods to enhance academic success and social development for all students in the government schools of Fujairah. Keywords: peer support, social development, academic achievement
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Enhancing Arabic Reading Proficiency as a Second Language: Unveiling the Significance of Audiobooks for Middle School Students
(The British University in Dubai (BUiD), 0004-12) SAAD, HEBA ABDALLA AMIN; Professor Christopher Hill
Purpose- The use of digital tools and platforms in language classrooms has become a crucial pedagogical strategy. The integration of technology has significantly changed the landscape of foreign language education, enhancing both teaching and learning experiences. Considering audiobooks as a useful tool in improving reading skills and language acquisition, this study aims to explore the potential benefits and effectiveness of using audiobooks as a tool for learning for non-Arab students in Dubai, as there is a diverse student population including individuals from various cultural and linguistic backgrounds which can present significant challenges. It also discusses the pedagogical philosophy of how teachers and students use this tool, identifies the obstacles to the appropriate use of audiobooks in Middle Schools in Dubai, and lastly, make suggestions about how to get through these obstacles. Methodology- Both qualitative and quantitative approaches were employed to collect the study's data. Eleven Arabic teachers from different Dubai schools participated in this qualitative study to determine the significance of audiobooks for non-native Arabic speakers enrolled in Dubai middle schools. The quantitative investigation included a questionnaire. 111 parents who have children enrolled in middle schools in Dubai answered the questionnaire that was sent to them. The questionnaire's main objectives are to validate the findings of the interviews and to ascertain the parents' opinions regarding the value and efficacy of audiobooks as a teaching tool among Dubai's non-Arab student population and the potential effects this may have on middle school students' reading skills. Findings- The analysis of data revealed that the good application of Audiobooks in Dubai schools is yet to be accomplished. Audiobooks have emerged as a promising tool for enhancing reading skills and language acquisition. They provide learners with an immersive and interactive experience, combining oral and written language comprehension. Audiobooks have been found to improve pronunciation, fluency, and comprehension skills. Implications- One significant implication is the need to examine the correlation between audiobooks and the curriculum and to raise awareness about it and its importance in the schools. The study also makes some recommendations to integrate cross-curricular connections between the subjects being studied and the language content, thereby enhancing the overall meaningfulness of the learning experience for the students. Originality/ value- This study provides new insights at both practical and scholarly levels. The findings of this study can provide valuable insights into the effectiveness of audiobooks as a supplementary tool in Arabic language instruction. This can contribute to the development of more comprehensive and innovative teaching approaches that cater to the diverse learning needs of Arabic foreign learners. Moreover, it can help educators and language instructors make informed decisions regarding the integration of audiobooks into their teaching practices. By understanding the benefits and limitations of audiobooks, instructors can effectively incorporate them into their curriculum, thereby promoting a more engaging and interactive learning environment for Arabic language learners. Keywords: Arabic reading skills, E-books, audiobooks.
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The Impact of Anticipatory Governance on Crisis Management Preparedness and Disaster Risk Reduction in the United Arab Emirates
(The British University in Dubai (BUiD), 2024-10) ALHAJERI, NOURA ABDELAZIZ; Dr Mohamed Yacine Haddoud
Anticipatory governance has been identified as an important approach allowing organizations to foresight, plan and prepare for the future. However, while crisis and disaster are dynamic and changing, the current approach to existing crisis management practices focuses on occurrence and post-occurrence of disasters as opposed to a more preventive pre-crisis management approach. Against this backdrop, this research investigates the impact of anticipatory governance on crisis management preparedness in the UAE. To be precise, the study uncovers the indirect effect of anticipatory governance on preparedness and disaster risk reduction via a crisis management lens. To address this aim, a quantitative methodology is adopted based on 214 senior management participants working in crisis management departments from different entities in the UAE. Using a structural equation modelling approach, the findings of the research revealed that anticipatory governance can contribute to the attainment of key priorities of the Sendai Framework for disaster risk reduction through crisis management activities. In particular, the culture element of anticipatory governance was found to be the strongest element of anticipatory governance shaping crisis management for disaster risk reduction, followed by feedback and foresight. In contrast, the network element was noted to have a trifle role. The current research is novel as it bridges the research-acknowledged paucity in the literature on the interconnection between anticipatory governance and crisis management, notably in the UAE. From a practical point of view, the primary implication is to critically consider pre-crisis anticipation through the adoption and appreciation of anticipatory governance as an important tool in crisis management preparedness and foster a better awareness and anticipation for the reduction and mitigation of disaster risks.