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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    The Influence of Green Human Resources Management (GHRM) Practices on Organisational Citizenship Behaviour Towards the Environment (OCBE) in Dubai Government Organisations: The Mediating Role of Green Innovative Behaviour (GIB)
    (2025) Amer, Ahmed; Pillai. R
    This study investigates the impact of Green Human Resource Management (GHRM) practices on Organisational Citizenship Behaviour towards the Environment (OCBE) in Dubai Government organisations, focusing on the mediating role of Green Innovative Behaviour (GIB). As sustainability gains priority, integrating Green HR Practices is crucial for fostering an environmentally responsible workforce. The research explores two key GHRM practices: Green Learning and Development (GL&D) and Green Rewards and Compensation (GR&C). While GL&D enhances employees' environmental knowledge, GR&C incentivises pro-environmental behaviour. Using a quantitative approach, 309 survey responses from Dubai Government employees were analysed through Partial Least Squares Structural Equation Modelling (PLS-SEM). The findings confirm a strong positive relationship between GHRM practices and OCBE, with GIB serving as a key mediator. GR&C had a stronger direct effect on OCBE than GL&D, while GL&D did not significantly impact GIB, suggesting that training alone is insufficient to drive green innovation without organisational support. The study extends Social Exchange Theory (SET), Social Learning Theory (SLT), and the Ability–Motivation–Opportunity (AMO) framework in the GHRM–OCBE context. Practically, Dubai Government entities should enhance green training, align rewards with sustainability goals, and create innovation platforms to embed sustainability into the organisational culture. While limited to two GHRM practices in Dubai's public sector, future research should explore additional HR dimensions and conduct cross-country comparisons. By implementing these findings, Dubai Government organisations can strengthen sustainability efforts and position themselves as leaders in green governance.
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    Editorial
    (The British University in Dubai (BUiD), 2025)
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    Perspectives of Healthcare Education Leadership on Nurses' Night Shift Sleeping Concerns in Abu Dhabi's Private Hospital
    (The British University in Dubai (BUiD), 2025) Harbaji, Wafa; Abukari, Abdulai
    Sleep management is shift-work nurses' most significant challenge. Little is known about how they manage shift work-related sleeplessness in practice. Night shift nurses frequently encounter detrimental effects on their health and the quality of patient care. This paper focuses on exploring the viewpoints of healthcare education leaders regarding night shift challenges in nursing and specific treatment strategies, analyzed within the framework of educational leadership theory in a private hospital in the Abu Dhabi emirate. The research used qualitative methods, conducting semi-structured interviews with healthcare educator leaders to generate data to achieve the research aim. The findings show that night shift nurses endure a lot of challenges including effect on nurse health, effect on quality of patient care, and nurse professional development. The paper provides a number of recommendations to help reduce the challenges and to facilitate the effectiveness of nurses’ night shift.
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    Examining the Role of School Leadership Styles in Promoting School’s Performance and Academic Success in UAE: A Systematic Review-Based Analysis
    (The British University in Dubai (BUiD), 2025) Atteya, Rasha Ahmed Fouad Abdelhady Ahmed
    Academic success in schools today depends on the effectiveness of the leadership styles of school leaders. Amidst the accelerated change such as e-learning and evolving student demands, successful leadership affects the performance of both teachers and students. This study examines the influence of different leadership styles on the performance of schools through a systematic literature review, focusing on research from 2013 to 2024. The methodology involves a critical review of relevant literature on the effects of different forms of leadership approaches in schools. The analysis synthesizes evidence, establish trends among different learning settings, and assess determinants of effective leadership. The paper contributes to the debate on guidelines for assisting school leaders understand and apply the most effective leadership styles in varying situations. It proposes leadership approaches that optimize teacher satisfaction, student achievement, and school success. These include models such as transformational and democratic leadership, which induce motivation, shared decision making, along with innovation. This study contributes to the discourse on how school administrators can map current plans to institutional objectives and community aspirations within UAE.
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    Educational Leadership in the UAE: A Comparative Analysis of Transformational, Transactional, and Authentic Models
    (The British University in Dubai (BUiD), 2025) Al Hammoudi, Amnah; Hamada, Tarek
    This study examines three prominent leadership theories (transformational, transactional, and authentic theories) to understand how they are applied in the UAE education sector (private and public sectors) and align with national culture, educational policies, and educational/institutional practices. The UAE requires visionary educational leaders who integrate ethical standards with cultural sensitivity to advance national development agendas such as We the UAE 2031 across public and private schooling, as well as higher education. Using a qualitative theoretical approach and comparative document analysis, the study describes transformational leadership as visionary and motivational, transactional leadership as incentive-based and compliance-oriented, and authentic leadership as integrity-driven and self-aware. It evaluates the alignment of these leadership models with Emirati cultural values, educational policies, and institutional practices, drawing on academic literature, government reports, and peer-reviewed research. The conclusions suggest that transformational and authentic leadership approaches most effectively support the UAE’s educational goals for innovation, inclusion, and sustainable improvement, whereas transactional leadership is better suited to ensuring accountability and operational stability than to driving long-term change. The study proposes that educational leaders in the UAE should adopt blended, transformative and authentic leadership practices grounded in ethical clarity, transparency, and cultural understanding to guide school and university development and shape future-ready learning environments.