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.

Submit your dissertation/thesis by completing the registration using your BUiD email.

Review the submission guidelines before you submit the final version

Communities in DSpace

Select a community to browse its collections.

Now showing 1 - 7 of 7

Recent Submissions

  • Thumbnail Image
    Item type:Item,
    The Role of Leadership and School Culture for Effective Teacher Retention: A Study Among Teachers and Leaders in Selected Private Schools in the UAE
    (The British University in Dubai (BUiD), 2025-06) GORBUNOVA, IULIIA; Dr Solomon Arulraj David
    Abstract This study investigates how leadership practices and school culture impact teacher retention in UAE private schools, which face significant turnover challenges for expatriate educators. This study examines how transformational leadership and supportive environments influence teacher satisfaction and commitment. A mixed-method approach was used, combining quantitative surveys with qualitative questions for teachers and school leaders. The study was grounded in transformational leadership theory, organizational culture theory, and the job demands-resources model. The findings show that effective leadership and positive school culture are crucial for retaining teachers, with professional development, recognition, trust, and autonomy being important elements. The results revealed that leadership practices influence retention indirectly by shaping the school culture. The quantitative analysis revealed correlations between leadership, culture, and retention intention. The qualitative data highlighted the importance of supportive environments, collegial relationships, and fair treatment in teachers' decisions to stay. This study concludes that nurturing positive school cultures through transformational leadership is fundamental to improving teacher retention in UAE private schools. Recommendations include investing in leadership development, supporting collaborative climates, and implementing retention-focused policies. This study contributes to the understanding of the relationship between leadership, culture, and retention in the UAE's educational context, offering insights for school leaders and policymakers to enhance retention strategies. Keywords: leadership practices, school culture, teacher retention, UAE private schools, transformational leadership, professional development
  • Thumbnail Image
    Item type:Item,
    The Impact of Teachers' Leadership Styles on Students' Engagement in a Private School in the Emirate of Abu Dhabi
    (The British University in Dubai (BUiD), 2025-02) WATTAR, MAYA MOHAMMAD MAMOUN AKKAD; Professor Abdullai Abukari
    “Within every school there is a sleeping giant of teacher leadership, which can be a strong catalyst for making change. By using the energy of teacher leaders as agents of school change, the reform of public education will stand a better chance of building momentum” Marilyn Katzenmeyer & Gayle Moller (2001, p.2). The study aimed to identify the teacher's leadership style which showed giant effects on students’ engagement level in a private school in Abu Dhabi. The study aimed to identify teachers’ leadership styles that influence the key success of any learning process which is engagement. Respectively, the study aimed to answer the following main question: 1. What are the most effective teacher leadership styles which affect students’ engagement during the lessons? To answer this main question, two sub questions were asked: 1) To what extent does a teacher's leadership styles affect students’ engagement? 2)What are the relationships between different teacher leadership styles (e.g., transformational, transactional, dominant) and students' levels of engagement, as measured by their attention, participation, and motivation during class activities? This research employed a qualitative method of data gathering where both interviews and observations were conducted to collect data. Teachers of different subjects from grade 1 to 5 were observed during their whole lessons.
  • Thumbnail Image
    Item type:Item,
    A Holistic Exploration of Quality Assurance Mechanisms at Systemic and Institutional Levels: Conceptualisation, Perception and Practices in Pakistani Higher Education Institutions
    (The British University in Dubai (BUiD), 2025-02) TAIYABI, FATEMA HUZEFA; Prof Christopher Hill
    This thesis explores Quality Assurance (QA) mechanisms at systemic and institutional levels in Pakistani Higher Education Institutions (HEIs), focusing particularly on stakeholder conceptualisation, perceptions, and QA practices. Grounded in frameworks such as the World Culture Theory, Neo-Institutional Theory, Stakeholder Theory, Total Quality Management (TQM), and Theory of Change (ToC), this study examines the coherence between the National Agenda and National Policies in relation to Quality Assurance (QA) in higher education. This research investigates the interplay between global QA benchmarks and local QA standards, specifically analysing how Pakistan's QA mechanisms align with the European Standards and Guidelines (ESG). Furthermore, it examines the alignment between External Quality Assurance (EQA) and Internal Quality Assurance (IQA) practices through the Precepts, Standards, and Guidelines (PSG) QA framework, evaluating its relevance to both local needs and international compatibility. Using a mixed-methods approach, data were gathered through document analysis, surveys, interviews, and focus groups, with the sample comprising representatives from the Higher Education Commission (HEC), QA practitioners, full-time faculty, and postgraduate students across eight universities in Pakistan. The study employed quantitative sampling with quality practitioners (n=80), faculty (n=158), and students (n=204) to ensure representative data. For qualitative analysis, participants included HEC members, quality practitioners, faculty, and postgraduate students, who contributed through focus groups (n=32) and open-ended questions (n=22), providing diverse insights across various disciplines and institutions. Quantitative data were analysed using SPSS, whereas qualitative data were processed using NVivo. The research identifies significant themes, including EQA and IQA practices, evaluation processes, actors involved in QA, and Continuous Improvement Processes. The findings highlight significant systemic and institutional challenges impeding the effectiveness of QA mechanisms, including insufficient training and empowerment of QA staff, as well as inadequate review processes. Furthermore, governance constraints, limited resources, and the inefficient allocation of funds hinder the successful implementation of QA frameworks. These factors often lead to regulatory compliance, rather than promoting a culture of continuous improvement. The two major contributions of this research are the development of the Quality Assurance Review Tool (QART), a comprehensive assessment instrument designed to advocate and offer practical insights into effective QA applications. In addition, the findings led to the development of a Theory of Change (ToC) action plan that offers strategic insights for policymakers and institutions to ensure and enhance QA systems in Pakistan's Higher Education Institutions, ensuring alignment with global standards, while addressing local challenges.
  • Thumbnail Image
    Item type:Item,
    The Impact of Agility in Management in Higher Education Institutions: A Case Study in Dubai
    (The British University in Dubai (BUiD), 2024-12) JAMMAL, MOHAMMAD; Professsor Abdulai Abukari
    Agility in organisational management is increasingly recognised as an essential factor for the success of educational institutions, particularly in the context of rapid changes in educational demands, such as the UAE's dynamic higher educational landscape. Several existing research studies have highlighted the gap and lack of studies that address the impact of the adoption of agility in management on UAE educational institutions. The main aim of this study is to explore the impact of adopting agility in organisational management within four higher educational institutions in Dubai, UAE. The following theories are adopted to serve as the theoretical framework for the study to facilitate coherence and a comprehensive understanding of the impact of adopting agility in organisational management within four higher educational institutions in Dubai: Resilience Theory in Education, Organisational Behaviour Theory, and Disaster Management Theory. The methodology for the study is based on a qualitative approach; this allowed for a better and more in-depth understanding of participants' experiences and views regarding adopting agility practices in management at their workplace. The data were obtained from three data collection methods: semi-structured interviews, group focus discussions, and document analysis from four Dubai academic institutions which are accredited by the Ministry of Education in the UAE. Braun and Clarke's (2006) six-stage thematic analysis approach is adopted in this research study. The findings show that the impact of adopting agility in organisational management within the four higher academic institutions in Dubai is enhancing employees' response to changes, particularly during periods of pandemics or any other external forces, enhancing student services and retention, stimulating an agile mindset for employees to facilitate the transition from traditional management style to an agile one, fostering communication and collaboration among employees, providing flexible academic institutional policies and regulations that can be adjusted according to students’ demands, enhancing the academic institutional competition locally and globally and fostering an inclusive and diverse environment among employees in Dubai educational institutions. This study recommends conducting more studies on the impact of future emerging educational fields, such as artificial intelligence (AI) and cybersecurity (CS) programmes, on responding to students' demands in the dynamic higher educational landscape of Dubai's higher educational institutions. Several stakeholders, locally and globally, in the higher education sector could benefit from this research. University administrators and institutional leaders can adopt agile strategies to enhance their responsiveness to external challenges, such as policy changes, market shifts, and global disruptions. However, the study provides insights into how agile management enhances institutional performance, helping policymakers refine governance models and regulatory frameworks in the Ministry of Education (MoE). Moreover, faculty and educators in higher educational institutions in Dubai could integrate agile teaching methodologies, making learning experiences more flexible and student-centred. This is to improve the overall educational process in higher educational institutions in Dubai and other emirates of the UAE. Keywords: Agility in Management, Higher Education Institutions, Organizational Agility, Dubai Educational Landscape, Leadership.
  • Thumbnail Image
    Item type:Item,
    Investigating the Impact of Digital Leadership on Technology Use in Elementary Schools in UAE
    (The British University in Dubai (BUiD), 2023-04) ALSODI, MANAL SALEH; Professor Abdulai Abukari
    This research paper explores the impact of digital leadership on technology use in elementary schools within the United Arab Emirates (UAE), focusing on three major cities: Abu Dhabi, Sharjah, and Dubai. Using a mixed-methods approach, the study integrates qualitative and quantitative data collection, offering a broad perspective. Participants were selected through convenience sampling. The study pursues three key objectives. First, it investigates existing technology policies in UAE elementary schools, examining the guidelines, regulations, and national initiatives that govern technology integration. Second, it identifies leadership practices and competencies that support digital transformation in schools, including leadership styles, strategic approaches, and the role of school leaders. Third, the research explores factors that either facilitate or hinder the effectiveness of digital leadership in elementary education, such as insufficient training, lack of resources, or resistance to change. The findings highlight that while UAE schools have made significant efforts in drafting technology policies, the success of these initiatives largely depends on strong digital leadership. Effective strategies include collaborative decision-making, ongoing professional development, and modeling of technology use by school leaders. Conversely, challenges like limited infrastructure and gaps in leadership training negatively affect implementation. This study offers practical recommendations for school leaders, educators, and policymakers to enhance digital learning environments and emphasizes the urgent need to develop digital leadership capacities and address systemic challenges for sustainable technology integration.