Dissertations for International Management and Policy (IMP)

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Emirati Student Voice: An Exploration
(The British University in Dubai (BUiD), 2006-09) Kenaid, Kaltham Salem
This study set out to explore student voice. The aim of this study was to capture student voice and identify how students contributed to school decision making. Research was conducted in three Dubai secondary government schools for girls. The research questions that guided the study are: 1) How do students express their views and opinions in school? 2) How do students perceive their role in school decision making? Qualitative research methods were used to answer the research questions which included focus group of students, individual interviews of school staff, and visual images. A school as community model formulated provided the theoretical framework for interpreting the data. This conceptual framework helped in examining student voice and the relationship between the students and the adults in school. The findings of the present study reveal that student do not contribute to school decision making. They also depicted how the participants view their relationship with each other. Three areas were identified that influence the student voice: governance, culture of care and agency. Recommendations, which were built on the findings, are addressed to educators to consider students as partners in their own education and not the object of it. Additional areas are suggested for future research
A Study of Women in Educational Leadership in Dubai: A Private Sector Perspective
(The British University in Dubai (BUiD), 2006-09) Sim, Rachael Elizabeth
Leadership continues to be perceived as a male dominated realm. When women enter the world of educational leadership, their narratives show that their experience of leadership is unique. The purpose of this study is to examine the experiences of women in leadership in British curriculum private schools in the Emirate of Dubai. There were four main areas of discussion. Firstly, the impact of culture on the experience of female leadership was explored. Secondly, the leadership styles of the women were examined. In addition to this, the impact of gender was discussed with specific reference to stereotypes and prejudice. Finally, the reasons why the women believed they had been successful were explored. Six women were interviewed their responses were analysed in relation to current thinking on educational leadership. The findings of this study show that the predominant culture in the UAE continues to impact on the way women lead and the leadership styles women tend towards. Gender is not central to the way women perceive themselves, but women are stereotyped to some extent. These stereotypes are not always necessarily negative and tend to place women in nurturing roles. The gender balance of senior management teams is biased and this could be due to the patriarchal nature of the culture in Dubai. Women were successful because they were able to adapt to the expectations of others, without compromising their own beliefs of what constitutes effective leadership.
A research study on "Amjad's village": an analysis on vocational training at Thatta Ghulamka Dhiroka
(The British University in Dubai (BUiD), 2006-11) Khan, Kiran Tariq
Learning journals in a British curriculum school in Dubai: how relevant is the concerns based adoption model in measuring teacher concerns
(The British University in Dubai (BUiD), 2006-12) Macfarlane, William
This study uses the Concerns Based Adoption Model (CBAM) to investigate teacher concerns as they implement a new policy called ‘Learning Journals’ during the academic year 2005-06. The setting is an English curriculum school in the United Arab Emirates (UAE). Teachers’ concerns are identified through a questionnaire and translated into six ‘stages of concern’ (SoC) on a hierarchical scale from 0 where the teacher is not aware of the innovation, through to the final stage 6 where the practitioner seeks to improve or replace the innovation. Previous CBAM studies found that at the beginning of an innovation most teachers will have peak concerns at the personal (2) and management (3) stages. As practitioners become more experienced using the innovation and with appropriate interventions, concerns become more focused on the innovation’s impact. This study hypothesises that after one year of using Learning Journals, teachers’ concern profiles will peak at the personal and management stages. It is also hypothesised that more experienced practitioners and those with management responsibilities will have lower personal and management concerns and higher concerns about impact or consequence compared to their colleagues The findings show that average personal and management concerns were high after the first year of the Learning Journal innovation but so were all other concern stages with the exception of the consequence stage (4). Moreover, there was no clear difference in the concern profiles of more experienced teachers or managers compared to their colleagues.
EdPERF: The development of an instrument to measure perceived service quality in secondary schools
(The British University in Dubai (BUiD), 2007-05) Saayman, Corlea
Private education has become a profitable business. But, profitability can only be achieved if the perceived service quality is acceptable to customers who, in the case of schools, are students and parents. Service quality in schools emphasizes the need for management to identify and improve service delivery continuously. This study developed a protocol (EdPERF) for determining quality service provision in schools. It drew on best practice from accreditation instruments of leading international school accrediting agencies. EdPERF measures the quality of service delivery in schools by analyzing customer perception in four key areas: School Leadership, Academic Success, Non Academic Aspects and Support Services The purpose of EdPERF is to help school managers identify areas in which customers are not satisfied with the service they currently receive. Establishing methods to improve this quality enables school managers to achieve a competitive advantage and build customer satisfaction. Results obtained from private schools and the conclusions drawn were shared with the Principals. Their subjective opinions on the level of validity were used to assess the effectiveness and reliability of the instrument. The Principals concurred that the protocol had indeed identified areas which they too had observed. The author is proposing an industry specific instrument that identifies areas of satisfaction/dissatisfaction as perceived by parents and students, and validated by school managers.
An evaluation of student performance and attitude on using metacognitive skills to reduce the repetitive errors made in Algebra
(The British University in Dubai (BUiD), 2007-09) Parazhang, Natalie
The Sands of Time: The allocation and use of instructional time in English and Mathematics in private and public schools in England and Dubai
(The British University in Dubai (BUiD), 2008-04) Sayer, Fiona M.
This research identifies classroom activities that are related to high levels of instructional time. In the summer term of 2007, ten teachers and their year four classes were observed and their activities were coded. Results showed that teachers and their use of time differed significantly and that this had a greater effect on pupils’ access to learning opportunities than allocated time. Large variations in instructional time appeared to be the result of many variables, in particular, classroom management factors. Existing research concerning instructional time reports a significantly small proportion of allocated time as being dedicated to instruction. “Researchers have found that only 45 to 50 percent of the total school day is spent in instruction.” Delzell (1987 p. 44) The aims of the research were to calculate the amount of instructional time allocated in three types of school; English independent, English state and Dubai private, to quantify the amount of enacted instructional time in classrooms and to examine teaching strategies that maximised instructional time. Data were collected using an observational instrument involving a time sampling technique developed to measure the teacher’s use of time. This study builds on the controversy concerning the relative importance of the quality or the quantity of instructional time and pupil achievement. It concludes that quantity and quality are both necessary but that the debate is sidelined when factors ultimately dependent on the managerial abilities of the classroom teacher are considered.
Governance Reform: Stepping Stone to the Implementation of Decentralization Policy in the UAE Education System
(The British University in Dubai (BUiD), 2008-05) Fattah, Ahmed Abdel Latif Ahmed Mohammad Abdel
This research presents to UAE political leaders and educational specialists a study of an aspect that constitutes a problem for the UAE education system. This study provides evidence from literature and data gathered in schools to show that the current centralization policy has many implications contributing to the weak performance of the public schools and consequently the weak students learning outcomes. Focusing on Human Resources and Curriculum, the research investigates the management ingredients which need to be decentralized and the type of decentralization which could best utilize them. The research finds that the delegation type of decentralization could provide the best mechanism to achieve the goals of vision 2020 and would provide a supportive environment to the learning site, actors, and process. In an attempt to shape a model for schools which can work best for the delegation type of decentralization, this research consulted the Qatar Education Reform Project, Independent School Management, and similar models of decentralization in the USA. Accordingly, it identified the lessons which could be learned and would contribute to the successful adoption of decentralization policy in the UAE education system. Finally, based on extensive research, the research identifies valid reform strategies and principles for the UAE educations system and its national culture conditions. The research further proposes an action plan to mostly implement the decentralization policy to better develop the UAE public school performance and to achieve the targeted students learning outcomes.
Do Public Schools in UAE foster critical thinking as one of the main objectives of education?
(The British University in Dubai (BUiD), 2008-06) Thabet, Roeia
The goal of incorporating critical thinking process in students is to develop individuals who value knowledge and learning, who can think for themselves, evaluate every piece of information, and to contribute in building a thoughtful society. Modern education has focused on fostering critical thinking and cognitive thinking in students, believing that thinking is the key and the core of education to develop intellectual and insightful people that can contribute positively in their life and their society. Applying critical and cognitive thinking techniques is a complicated process. Students can not acquire them by themselves; on the contrary they should be taught in schools, step by step, in order eventually to become part of their own life style. A study was conducted in one Public Model School. Different types of research methodologies were used such as questionnaires, interviews and observations in order to gather data related to the research question, as to whether Public Schools are applying critical thinking strategies in teaching. Results obtained from the study, concentrated on the teachers actual teaching practices in the classrooms and analyzed students reactions and their point of views in regard to those practices. This dissertation is not intended to criticize teachers and school practices. It is intended to serve the enhancement of intelligent behavior as a legitimate goal of education and to invite critical assessment of existing school practices to the contribution to students’ instinctual growth and to foster critical and cognitive thinking in teaching strategies.
Are They Making A Difference ?
(The British University in Dubai (BUiD), 2008-06) Younes, Basema .M.
The focus of this study is about how UAE women could manage to achieve education and occupy leading positions . I started my research looking at early times when unity era commenced and females were able to enroll in schools by support from their families and government. This start was the way for the other generations of girls to continue in higher education and make the difference. The introductory chapter about the history of education in the UAE , shows how females were allowed to get education since the period of “Mutawwa”. At that time, Islamic regulations and teachings that grants females their rights were obeyed ,so older females used to teach the smaller ones the Quran in parallel with male “Mutawa” who taught boys. Later periods , show how education was still an important issue and how supporting this virtue made the country become vastly advanced .The idea of investing in the largest number of population formed of females and granting them higher education allowed the UAE step to the future with a dependent national workforce . Each of the ten case studies in this paper , presented the facts of how UAE women become successful through ten selective personalities talking about their lives in their own words .Case studies were always a reliable way to explore facts and lives .As UAE is known to be a conservative community that may not allow others to seek internal information ,but through this study and interviews , others may learn that the UAE advancement is made by such people who know what can their experiences support and how can talking about their past enhance females achievements . These case studies also support focusing on the importance of education to make the difference. In these case studies readers will find out how women’s success could happen by granting them education with liberal thinking and the help of different relations around 2 them .It can happen if women were also eager to bear any difficult surrounding circumstances and one of them is risking being left alone without The concluding chapter of my study , discusses main and minor variables that enhanced females success . They also focused on how females used equity granted to them in the constitution to seek higher education and look at future as their aim for success and leading positions , although this prevented them from many important social rights .
Data-Driven Decision-Making: How is data used for decision-making in public schools in Dubai?
(The British University in Dubai (BUiD), 2009-02) Yilmaz, Ozge
The word data means factual information such as measurements or statistics that are used as a basis for reasoning, discussion, or calculation. Therefore, just as the term implies, data-driven decision making is the process of making data informed decisions. Data is very important in education because statistical data on school programs and student performance provide educators with the only real evidence of the success or failure of educational programs. Data identifies the link between teaching and student performance so that high achievement levels can be obtained (Wade, 2001). This paper seeks to clarify which multiple types of data are being used in the public schools in the Unites Arab Emirates. This paper primarily focuses on the understanding of educators in using multiple types of data in the public schools in the UAE and how much and how well they gather and use data in schools. This paper is divided into three sections. Section 1 describes what data-driven decision making is, including its origins, its implementation in education and an overview of existing literature. Section two draws attention to the answers the research questions by evaluating data-driven decision-making in the two chosen schools. The last section is about recommendations for those schools. This paper addresses four fundamental research questions: • What types of data are administrators and teachers using? • How are administrators and teachers using these data? • What kind of support is available to help with data use? • What factors influence the use of data for decision making?
English Proficiency as a Predictor of Academic Performance of Project Management Postgraduate Students in UAE
(The British University in Dubai (BUiD), 2009-06) Maamoun, Ghada Sami
This research investigated the correlation between English language proficiency and academic performance of postgraduate project management students. Data were collected from the electronic students’ record, students' questionnaire and professors' interviews. Results showed a significant positive correlation between English proficiency and academic performance for all participants, female participants and for non-native participants. Other significant positive correlations were for Iranian students and another group of other languages but these to results must be dealt with cautious as the population samples were very small to be considered. The interview and questionnaire confirmed the direct relation between English and academic performance. They also identified other factors that may have a relation with the academic performance such as attendance and attitude toward learning. Other areas were also explored through the interview such as academic support program. The study provided recommendations. The significant one was regarding reprocessing the academic support program. Further studies were also suggested to have an insight to the areas of need for future investigations from the point of view of the researcher.
A systematic approach to evaluating mathematics teaching methodologies in an International Private School in Dubai
(The British University in Dubai (BUiD), 2009-12) Blatti, Tania
The purpose of this report is to demonstrate the employment of a systematic approach to evaluating mathematics teaching methodologies and curriculum in a private international school in Dubai. The primary and junior school mathematics teaching pedagogy will be exclusively identified through a combination of various methodologies such as: a teacher questionnaire, an evaluation of the KHDA government inspection report, an examination of the current mathematical program (New Heinemann Math Scheme), an investigation of students’ ability levels (based on grade 5 ISA (ACER) scores) and an analysis of teachers’ behavioral patterns from individual and group year level and mathematics coordinator meetings. The major findings indicate that mathematics teachers mainly use traditional didactic teaching methodologies. Little evidence suggests the use of incorporating other teaching strategies such as constructivist, discovery learning, technology or the use of concrete aids within their lessons. Results indicate that student’s ‘low mathematical literacy’ scores are due to insufficient coverage of mathematical content and their lack of diversity to incorporate different teaching methodologies. This report recommends that teachers at the International School should participate in formal and informal professional development sessions and appoint a curriculum coordinator who will manage the overview of curriculum through good leadership practices, thereby assisting teachers with planning, implementing and evaluating units and programs to increase student achievement.
Thinking Strategies Used While Engaged in Solving the Tower of Hanoi, the River-crossing and Find the Pattern Puzzles
(The British University in Dubai (BUiD), 2010-01) Awan, Maleha Arif Ullah
This study investigates thinking strategies of 100 students belonging to five age groups, namely, third graders, eighth graders, undergraduate sophomores and graduates. This study hypothesizes that the younger groups will be able to solve puzzles with more ease, and that the more complex and advanced the thinking strategies are, the harder it will be to solve the puzzles. The participants are asked to solve three puzzles, Tower of Hanoi, River crossing puzzle (Farmer and animals, Missionaries and Cannibals) and Find the pattern (months of the year). The participants are then asked to explain what thinking strategies they used to help them during the problem-solving process. The findings revealed eight thinking strategies- the use of mental imagery, reading and thinking aloud, trial-and-error or repetition, planning ahead, imitation or modeling, accessing prior knowledge, gaining hints and clues from surroundings, and the use of physical cues or gestures. Results show that students used a variety, sometimes a combination of thinking strategies.
Reasons for Teacher Turnover : A study conducted on school teachers in Dubai
(The British University in Dubai (BUiD), 2010-04) Ahuja, Sumita
The project is an aim to investigate the reasons due to which teachers leave their jobs in Dubai. Dubai, by character is a country where about eighty percent of the population is expatriate population. Two different systems of education run parallel to serve the population of Dubai. The public school system caters to the local population and the private school system which serves mainly the children of the expatriates in the country. The public schools are run and managed by locals with a few native speakers and the private schools are run and managed by the expatriates of different countries. Whereas there are a variety of public schools, the variations are not as many as in the private schools. There are schools of varying countries, curriculums, and fee structures so much so that doing a study of this kind is very difficult without making generalizations which sometimes may not be very accurate. However from our experiences as a teacher and a student of education, we had a hunch that Teacher turnover is as big, if not a bigger problem in Dubai as it is in other countries of the world. Though we could not estimate the actual volume of turnover as schools and school groups were very hesitant in giving any sort of information, we could get enough data to study the reasons for teacher turnover in Dubai and on the basis of that make some policy suggestions to reduce turnover in Dubai. The methodology followed was that of questionnaires and interviews. It was revealed that “dissatisfaction” with their jobs is one of the biggest reasons of teacher turnover in Dubai. When investigated further, many reasons of teacher dissatisfaction came to the fore and “salaries and benefits” headed the list of reasons for teacher dissatisfaction. Based on our results, we have outlined policy measures which can prove useful in reducing turnover of teachers. It has been a long journey of many months of hard work in groundwork, data collection and final analysis but we are satisfied that we have been able to undertake a unique study, studying turnover in Dubai from various angles and finding solutions to overcome it.
Emirati Career Conceptualisations: Vision 2021, The Knowledge Economy, And Education in the United Arab Emirates A Perspective
(The British University in Dubai (BUiD), 2010-05) Kotarski, Joseph M.
The government of the United Arab Emirates (U.A.E.) has established the Vision 2021 plan. The plan outlines the type of employment that Nationals are expected to engage in, which is knowledge based. The ability of education to ready Nationals for knowledge-based employment is investigated by analysing the current landscape of education in the Emirates. The perceptions of stakeholder attitudes, employment engagement factors and the pressures Emiratis face living in a transnational society are analysed to better understand areas that contribute to the labour market imbalances the country currently is experiencing. The methodology employed for the empirical aspect of the study, creative visual research, uncovers Emirati (aged 17-20) conceptualisations about their future career expectations. The findings suggest that young Emiratis identified success with the amount of effort put into their education and careers, but lack a clear understanding of the difference between the public and private sectors, and government policies such as Emiratisation and Vision 2021. Moreover, their salary expectations are high and a mentality exists among the study’s participants in regards to engaging in the private sector as investors, opposed to job seeking individuals. The findings also suggest that perhaps the media and policy makers pay too much attention to Emiratis who are not in dire needs of employment and there is a need for further investigation into Emirati socio-economic class distinction. The study recommends the implementation of citizenship education, incentives and disincentives for federal education, and further development of alternatives to university such as vocational training.
Effective Principalship Practice in the United Arab Emirates
(The British University in Dubai (BUiD), 2010-05) Fankhauser, Karin Zanin
The purpose of this study was to examine “effective Principalship practice in the UAE”. There are several factors that influence managerial approaches positively. This study focused on the relationship between Principals and their team members. The aim was to detect aspects that assist successful Principalship and to assess whether or not cultural backgrounds of the Principals have an impact on which elements are relevant for effective leadership. A mixed methodological approach was chosen. Study of literature reviews and statistical data, a questionnaire, semi-structured interviews and observation of body language were employed, subsequently analysed and triangulated in order to provide reliable and valid data. The analysis of results indicated that both Principals were perceived as effective managers by their staffs. However, the managerial approaches of the two leaders revealed significant differences. These variations could be directly associated with societal norms of the two individuals. On that basis the study derived seven core Principalship characteristics that should be taken into consideration when hiring Principals for either public local or private international schools in the UAE. In addition, the paper explained its limitations and outlined further research suggestions.
The impact of one-to-one laptop oriented classrooms on student achievement
(The British University in Dubai (BUiD), 2011-01) Al Rahl, Ahmed M.M.
Educational technology has become one of the major contributors to educational systems reform. The one-to-one laptop project has shaped several educational systems in the world. The anticipated results of this research were to measure the extent to which a one-to-one laptop initiative has impacted the achievements of students at ATS governmental educational system in UAE. The research focuses on students' achievements in core subjects such as Math, Science, Arabic and Islamic Studies, English, and Computer Studies as well as the overall average in core subjects. The researcher has investigated the impact using students' scores and teachers' online questionnaire. A total of 1,384 students and 96 teachers have participated in the study. The research has been carried out using quantitative approach. Descriptive and inferential statistics were utilized to answer two research questions. The research reveals that there is positive impact on student achievements in Arabic language, Islamic studies, and computer Science. No impact on student achievement in mathematics was found. The one-to-one laptop program negatively affected student achievement in English language and Science. This does not escape without limitations such as program implementation time, teacher professional development, and technical support. More studies about one-to-one laptop programs need to be conducted in this part of the world.
A Contribution to Cummin’s Thresholds Theory: The Madaras Al Ghad Program
(The British University in Dubai (BUiD), 2011-01) Layman, Helen M.
Since its implementation in 2007, the MAG schools (Madares Al Ghad – Schools of the Future) as a bilingual education program has not been evaluated. This study sought to answer two main questions to evaluate the MAG program: (1) Is there a significant difference in the achievement of MAG students after three years of implementation of the program compared to MOE students in math and English? (2) Is there a significant difference in the achievement of boys and girls within the MAG program and compared to boys and girls in the MOE program? The study utilized a fixed methods approach to gain quantitative data using internal Ministry of Education math and English tests in a quasi-experiment to compare student outcomes on the exams. The results of the study revealed that while the students in the MAG program scored better than their MOE counterparts in English, the outcomes of the math test for the MOE students were greater. The study concludes by recommending future research into the types of bilingual education available in the UAE and their impact on student achievement in addition to studies into student outcomes of the MAG program in Arabic to learn if their mother tongue is developing to such a degree as to support academic success.
Applying School-Based Management in UAE Governmental Schools
(The British University in Dubai (BUiD), 2011-04) Hussein, Mohamed Fathi
This action research explores the ability of applying SBM in UAE governmental schools. The research also sought to identify the advantages and disadvantages of SBM when implemented in UAE context. A detailed study of the obtainable means of successful implementation, along with identifying the potential causes of failure to be avoided was offer throughout the literature review. The research collected data through questionnaires administered to parents, administrators, and teachers of model and governmental schools of Abu Dhabi main city. Results suggest acceptance from different parties involved in SBM implementation providing that (a) there would be several pre-implementation professional development courses for involved parents, administrators, and teachers participating in the new school governance system. In addition, (b) the implementation process to be segmented over several years under continuous supervision form the central office of the MOE/ ADEC in the preliminary phase of implementation.

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