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 Role of Artifical Intelligence in Enterprise Risk Managment
(The British University in Dubai (BUiD), 2023-03) ABASS, NADA YOUSEF; Professor Edward ochieng
In the modern world, artificial intelligence is not a new concept. Companies, both large and small have incorporated artificial intelligence in risk management. AI can be an effective tool in business since it drives cost efficiencies and operational awareness. Businesses presently use artificial intelligence to achieve strategic transformation, including better risk management. Effective risk management is relatively considered far from becoming an innovation inhibitor, but it’s pivotal to the successful adoption of artificial intelligence. One the main challenges for organizations is less about dealing with new risks or existing risks, but getting the right framework to handle the risks in a timely manner. To avoid issues with risk management, organizations must learn how to reap the benefits of AI. This will make them prepared to handle future risks. Therefore, management and boards must develop a meaningful understanding of new risk management technologies, including the existing and potential uses within organizations. They also need to take a firm grip on the implications of artificial intelligence from a risk perspective. In this research, the aim is to evaluate the effectiveness of artificial intelligence in enterprise risk management, and especially on the context of increased accuracy, efficiency, and speed of decision-making. This research will uncover the biggest challenges that organizations experience when incorporating AI for enterprise risk management and discuss how organizational management can leverage AI to improve enterprise risk management. To complete the research, quantitative data will be collected from different sources, and then analyzed for implications in risk management.
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Factors Determining SMEs Intention to Access Alternative Financing in Emerging Markets: Evidence from the UAE
(The British University in Dubai (BUiD), 2023-11) SHAH, SHAZIA; Professor Husam Aldin Al-Malkawi
Small and Medium Enterprises (SMEs) play a crucial role in driving economic growth, fostering innovation, and creating employment opportunities in the UAE. Despite their significance, SMEs often face a persistent challenge namely the funding gap. The realm of alternative finance presents a valuable opportunity for SMEs in the UAE to address their funding gaps. However, there seems to be a gap in SMEs' understanding of the viability of alternative finance mechanisms and their willingness to explore such funding sources. The primary objective of this study is to investigate the factors that may shape SMEs' inclination to adopt alternative finance in emerging markets, with a particular emphasis on the UAE market. Previous research has primarily focused on SMEs' access to bank finance, leaving alternativefinance underexplored, particularly in the context of the UAE. This study addresses this research gap by providing empirical evidence, proper measurement, and conclusive findings. This study provides a comprehensive analysis of the factors influencing SMEs' intention to access alternative finance in the UAE such as level of complexity in using alternative finance mechanisms, SME owner/manager perceived trust and risk towards alternative finance, credit terms of alternative finance sources, visibility of alternative finance in the UAE, social/peer influence on SME, innovativeness, and financial literacy of SME owner/ manager. This study examines variety of factors simultaneously to assess SMEs intention to access non-bank financing and to the best of the researcher’s knowledge, no systematic study in the UAE is conducted to test such robust relationship till date. The study employed a convenience sampling and purposive sampling techniques to target 40x0 SMEs from various dominant business sectors in the UAE. A questionnaire was used to collect quantitative data, which was then analyzed using binary logistic regression to bridge the gap between theory and practice and enhance existing theories. A total of 430 samples were gathered over a duration of 6 months for the purpose of data analysis, thereby culminating the research process. The collected sample was larger than the target sample. This study represents one of the earliest investigations in the UAE and the Gulf Co-operation Council (GCC) region to identify strong predictors enabling SMEs willingness to access alternative finance. The study has theoretical as well as practical contribution. The theoretical framework of the research study is based on the technology-organization-environment framework, also known as the TOE framework, that explains technology adoption in organizations and describes how the process of adopting and implementing technological innovations are influenced by the technological context, organizational context, and environmental context (Tornatzky and Fleischer 1990). This study not only tested the TOE framework in the UAE context but extended the framework of the theory by adding individual context testing the relationship between financial literacy of owner/manager of SME and their intention to access alternative finance. The research findings strongly support the significance of innovation, credit terms of alternative finance, visibility of alternative finance, and SME owner/manager financial literacy within the TOE framework in predicting the intention of SME owners/managers to utilize alternative finance. However, complexity, perceived trust, and perceived risk associated with alternative finance have been found to be insignificant as there is no relationship found of these variables with SMEs intention to access alternative financing. The study provides valuable insights for policymakers, regulators, and SME owners/managers on the theoretical and practical benefits of alternative finance for driving the growth and development of SMEs in emerging markets, particularly in the UAE.
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Using Educational Technology to Support Classroom Management in High Schools
(The British University in Dubai (BUiD), 2023-10) ASANTE, KINGSLEY; Dr Tendai Charles
Educators are compelled to rely on psychological theories formulated outside the classroom to obtain recommendations on establishing and flourishing inside educational environments. Consequently, incorporating technology has been associated with promoting the instruction of the English language, increasing learners' motivation and engagement. This mixed-method research examined the perceptions of English instructors concerning the efficacy of a classroom management technology (ClassDojo) in a private high school in the United Arab Emirates (UAE). Semi- structured interviews were employed to collect qualitative data to understand the perceptions of English teachers about the efficacy of employing ClassDojo as a tool for managing the classroom. A survey was used to collect quantitative data to identify which factors discussed in the interviews were encountered by most of the English teachers. The participants comprised 3 teachers for the interviews and 38 for the survey. The study's findings were consistent with current literature and indicated that ClassDojo creates motivation and engagement inside the English classroom, thereby improving student achievement. Nevertheless, some English teachers felt negative reinforcement (deducting points) affected student engagement. The participants expressed that the visual and audio elements of ClassDojo made it a capable tool. Overall, English teachers believe ClassDojo has the components to help them increase student motivation and engagement.
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Enhancing Arabic Offensive Tweet Classification: An Ensemble Approach Integrating AraBERT, Neural Networks, and LSTM Models
(The British University in Dubai (BUiD), 2023-10) WAHDAN, AHLAM MOHAMMAD; Professor Khaled Shaalan; Dr Mostafa AL-Emran
This thesis addresses the crucial research problem of accurate detection and moderation of offensive language in Arabic text, considering the intricacies posed by the language's complex morphology, dialectal variations, orthographic ambiguity, orthographic noise, limited linguistic resources, and the necessity for comprehensive coverage of offensive language expressions. The research objectives are delineated through four key research questions. Firstly, the study aims to identify the existing research gaps in Arabic Text Classification (ATC) through an extensive and rigorous systematic literature review. The study adopts a scholarly and formal approach, aiming to identify the specific areas within ATC research that lack comprehensive exploration or exhibit inadequacies in existing knowledge. This endeavor is grounded in the rigorous analysis and synthesis of relevant academic literature, ensuring a meticulous examination of the current state of research in ATC. Secondly, it investigates the effects of employing novel pre-processing methods on the performance of Arabic Text Classification. Thirdly, the research endeavors to determine the most effective model for enhancing the accuracy of Arabic offensive text classification by introducing a novel approach using pre-trained models; AraBERT model in conjunction with fully connected neural networks (NN) and long short-term memory (LSTM) networks. Finally, the study evaluates the proposed model's ability to classify Arabic offensive text effectively. The research methodology consists of two integral parts, comprising dataset description, the proposed framework. The dataset description provides insights into the two datasets utilized, namely OSACT and SEMEval. The framework elucidates the proposed model, which leverages a combination of pretrained models and neural networks, thereby achieving a high level of effectiveness in classifying Arabic offensive text. The model's performance is meticulously assessed using various evaluation metrics, including accuracy and F1-macro score, and is compared against other classifier models. The research findings demonstrate the superiority of the proposed model over the baseline AraBERT model, with the proposed model achieving an accuracy of 0.870 compared to the baseline accuracy of 0.820, along with an F1-score of 0.853 compared to the baseline's 0.800. This emphasizes the model's exceptional capacity to accurately identify offensive content in Arabic text. The implications of this research extend to diverse domains and stakeholders, encompassing decision makers, developers, and policy makers. The insights garnered from the study can be instrumental in making informed decisions pertaining to the integration of Arabic text classification systems in various operational settings. By comprehending the proposed model's performance and efficacy, decision makers can assess its potential impact on optimizing processes such as information retrieval, content filtering, and sentiment analysis in Arabic text. In conclusion, this thesis contributes significantly to the existing literature by addressing the complexities associated with offensive language identification in Arabic text and introducing an innovative approach that integrates pretrained models with deep learning techniques and neural networks. The demonstrated effectiveness and superior performance of the proposed model underscore its potential for practical implementation in real-world scenarios, thereby bolstering the field of Arabic offensive text classification.
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The Impact of Feedback for Lesson Observation on Improving Teacher Performance: A Study among Teachers and School Leaders at Selected Public Schools in Abu Dhabi
(The British University in Dubai (BUiD), 2023-11) SHEHAB, AMAL SHAIKH ALAWI; Dr Solomon David
Giving constructive feedback is an essential skill that school leaders should have to help teachers develop and improve their teaching efficiency. This study aims to investigate the impact of feedback by school leaders in enhancing teaching performance from school leaders’ and teachers’ perspectives in selected public sector schools in Abu Dhabi. The main research question of the study probe: What is the impact of administrative feedback by school leaders in enhancing the teaching performance of teachers? The review of central concepts, theories, and related studies indicated that a constructive strategy for feedback focusing on teaching and learning for teachers is critical for achieving reforms and gaols of an education system. The current research was inspired by the research works of authors Balyera & Özcanb 2020, Cioppa 2020 and Alhosani 2015 associated with the present subject of the study. The study adopts a sequential explanatory mixed methods design articulated in three phases: The first phase was a quantitative process followed by a qualitative process. A survey method followed by semi-structured interviews and focus group discussion (FGD) method were used for data collection. Purposive sampling was used during the course of this investigation. 119 teachers and 17 school leaders participated in the survey process, and 10 teachers and four school leaders participated in the interview process. In addition to that, 6 participants were included in the FGD. The findings indicated that taking into account all of the components of constructive feedback (usefulness, accuracy, credibility, access to resources, responsiveness) is the most effective way to provide feedback and significantly impacts teachers' performance. These findings demonstrate a twofold advantage of assessment and feedback for teachers personally and for improving their teaching, which should be noted by policy makers, school leaders, school principals, and instructors. The findings of the current research work are limited to Abu Dhabi with a mixed research methodology based on the diverse sample of teachers and school leaders, irrespective of their cultural backgrounds. It is suggested for future research work to consider multiple aspects, including feedback that may affect the performance of teachers in different research settings. In the current study, it is asserted that feedback must be frequent and conducted several times during the school year, formal and informal, and focused on teaching methods and student behaviour rather than the teacher's personality. Performance improvement is only achievable if feedback is timely and accurate.