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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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  • صورة مصغرة
    نوع المادة:المادة,
  • صورة مصغرة
    نوع المادة:المادة,
  • صورة مصغرة
    نوع المادة:المادة,
    Online Commercial Arbitration in the United Arab Emirates: The Need for Legal Regulations
    (BUID, 2026-09-22)
    ALI AHMED ALI BINSAYYAR
    ;
    Dr. Abba Ali Kolo
  • صورة مصغرة
    نوع المادة:المادة,
    Examining the Perceptions of High School Students on Teachers' Feedback and Its Impact on Academic Progress in Government Schools at RAK, the UAE
    (The British University in Dubai (BUiD), 2026)
    ALNAQBI, MARIAM RASHED ALI
    ;
    Dr Solomon Arulraj David
    This research seeks to explore students’ perception towards teacher feedback and how these perceptions are related to academic achievement among high-school students, which are located among public schools in Ras Al Khaimah, United Arab Emirates . Although feedback is recognized as vital to the learning of students, there have been few studies that have attempted to investigate how students in the UAE view the effectiveness and value of feedback as a contributor to their learning progress. This research attempts to understand student perceptions on teacher feedback efficacy, teacher feedback relevance and teacher feedback timeliness and the influence of these factors on school performance. The study addressed the research question: What are the high school students' perceptions in Ras Al Khaimah regarding teacher feedback and how do these perceptions effect their academic achievement. The research used a sequential explanatory mixed methods design, combining the quantitative data from a survey of 348 students with qualitative interview data. This approach provided a more nuanced interpretation of the structures and patterns generated through analysis. The results indicated that supportive feedback, in term of being timely, empathetic, and meeting the needs of student emerged as the strongest predictor of academic progress, which preferences other feedback like usefulness or alignment with learning goals. There were no significant differences by gender, age, or grade. Interview data confirmed these findings where it was found that students appreciate feedback that is clear, motivating and assists them in improving. Findings highlight the critical role of feedback for self-regulation in learning and academic motivation and provide implications around how teacher feedback quality may be enhanced through professional development as well as technology-supported practices.
  • صورة مصغرة
    نوع المادة:المادة,
    Critical Analysis of Cybersecurity Frameworks and Zero Trust Adoption in Higher Education
    (The British University in Dubai (BUiD), 2026-06)
    DARWISH, ZEYAD
    ;
    Dr Rojas, Andrea
    Higher education institutions continue to be increasingly targeted by cyber threats, yet still rely on frameworks designed for corporate and government environments rather than academic ones. This dissertation critically analyses how far NIST CSF, ISO/IEC 27001, and CIS Controls align with the organisational, cultural, and governance structures of higher education institutions, and where Zero Trust Architecture genuinely improves on them or introduces new challenges. The research adopts an interpretivist philosophy and inductive approach, it combines a PRISMA-guided systematic review of 46 sources from an initial pool of 259, with a documentary analysis of public governance documents from the University of Oxford and MIT. The central argument is that universities are dual natured organisations functioning both as enterprises managing HR, finance, procurement, and sometimes medical services, and as open academic communities built around teaching, research, and cross institutional collaboration. This duality is the fundamental reason why both traditional frameworks and Zero Trust Architecture falls short in higher education, as neither approach was designed to accommodate this dual identity. Thematic and documentary analysis together shows that Oxford and MIT already apply differentiated governance across different functional areas informally, even though no formal sector wide framework exists to codify this. In response, this dissertation proposes TRACE, the Tiered and Responsive Academic Cybersecurity Environment, organising security controls across three tiers: TRACE-E for enterprise functions, TRACE-A for academic and research functions, and TRACE-O for open access functions, each applying controls proportional to its actual risk profile within a federated governance structure.