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 Impact of Staff Engagement Towards the Institutional Quality Assurance Processes of Higher Education Institutions in the UAE
(The British University in Dubai (BUiD), 2025-02) ASHOUR, RAZAN IZEDDIN; Dr Solomon David
Quality assurance processes in higher education institutions remain extremely important to sustain academic standards at a high level and secure continuous improvement. However, there is limited understanding of how staff engagement affects these processes within the UAE's unique cultural and institutional context. This study, therefore, explores the role of staff engagement in enhancing the quality assurance processes of institutions in UAE higher education. It utilised a mixed-method approach of a quantitative survey and qualitative interviews with staff and managers from different higher education institutions. The quantitative results showed that awareness, support, and motivation are crucial drivers of staff engagement, although awareness was most strongly correlated with QA effectiveness. The qualitative results revealed inconsistent communication, variance of resources' allocation, high workloads, and other factors that may influence staff perceptions and engagement in QA. Additionally, the analysis revealed a significant gap between the institutional policies and staff engagement, underlining the need for specific approaches to address this issue. This study contributes to higher education policymakers, institutional leaders, and quality assurance professionals by providing evidence-based recommendations on the establishment of QA committees, the relevance of training, and recognition programmes as staff motivators. The findings emphasise that engagement, awareness, and support of staff are key to improving quality assurance processes and provide a foundation for future studies to explore strategies for adapting to the CAA transition to the Outcomes-Based Education Framework. The study provides a basis for future research and practical strategies for the improvement of educational quality and institutional performance in the UAE.
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The Impact of Senior School Leaders in Empowering Middle Leaders to Support Teachers' Performance: A Case Study in a Private School in Dubai
(The British University in Dubai (BUiD), 2024-06) ABDULKAREEM, NEHAL AYMAN; Dr Solomon David
Middle leadership in UAE schools is essential, serving as a bridge between senior leaders and teachers. This research highlights the crucial, often underappreciated role of middle leaders in school management and educational initiatives. Their direct interaction with teachers allows them to significantly influence teaching practices, support professional development, and enhance student outcomes. Empowering middle leaders is key to driving sustainable school improvement and fostering a positive learning environment. Conducted in a private school in Dubai, UAE, this study involved 100 educators and 12 middle leaders, selected for its diverse educational environment and emphasis on middle leadership. Using a mixed-methods approach with surveys and semi-structured questionnaires, the research identifies significant challenges faced by educators. The findings underscore the need for targeted professional development and initiatives aimed at empowerment, nurturing, and accountability among middle leaders. The study explores the impact of senior leaders' empowerment on middle leaders, enhancing teacher effectiveness and the learning environment. It assesses the effectiveness of senior leaders in empowering middle leaders through training, support, and mentorship, and investigates teachers' perceptions of middle leaders' contributions. The study aims to fill gaps in existing research by examining the relationships between middle leadership empowerment and senior leadership-supported development, revealing mechanisms through which middle leaders positively influence teacher effectiveness. The research identifies best practices for empowering middle leaders and enhancing their impact on teacher performance. While the study's focus on a single school in Dubai limits its generalisability, it provides valuable insights and a foundation for future research in broader educational contexts.
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The role of Technology Readiness and Organizational Innovation in Adoption of 3D Printing Technology in Dubai Construction Industry
(The British University in Dubai (BUiD), 2025-02) ALKHAROOSSI, MOHAMED ABDULLA KHAMIS; Dr Muhammed Waris Ali Khan
As 3D printing technology continues to gain momentum in the global construction industry, its widespread adoption faces significant challenges, with many solutions still in the experimental stage. While existing research offers insights into the key enablers for adopting 3D printing in construction, there is a noticeable gap in understanding the specific enablers driving successful adoption. This study seeks to bridge that gap by exploring the important enablers influencing the successful adoption of 3D printing technology in the construction sector by presenting an integrated framework. Data were gathered through an online survey targeting professionals from construction firms across Dubai, and the results were analyzed using Partial Least Squares Structural Equation Modelling (PLS-SEM). The analysis shows that technology readiness and organizational innovation are critical enablers driving the adoption of 3D printing technology. Furthermore, the findings indicate that transformational leadership and government support serve as significant moderators, amplifying the effects of these primary drivers. This research makes a valuable theoretical contribution by offering a study and recommendations emphasizing the critical roles of leadership, innovation, and government support in embracing innovative technologies. From a practical perspective, this study provides a structured roadmap for industry stakeholders, including construction firms, policymakers, and technology providers, to develop targeted strategies that accelerate 3D printing adoption. By highlighting the interplay between leadership, innovation, and government policy, the research offers actionable insights for improving productivity, efficiency, and sustainability in construction projects. Furthermore, the study serves as a foundation for future research on technology adoption in other industries facing similar implementation challenges, reinforcing its broader applicability beyond the construction sector.
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Examining the Use of Generative Artificial Intelligence in Higher Education and Its Impact on Social Sustainability: An Integrated Model of UTAUT2 and T-EESST
(The British University in Dubai (BUiD), 2024-11) QUNNEIS, SAI’DAH MAHMOUD; Dr Mostafa Al-Emran
In this research, the author assesses and evaluates the degree to which the higher education (HE) sector has embraced generative artificial intelligence (GenAI), primarily focusing on the adoption and application of GenAI and its implications for social sustainability. The aim of this research entails the proposing and advancing of a model that enhances the adoption of GenAI in an educational setting that is based on Technology-Environmental, Economic, and Social Sustainability Theory (T-EESST) and the extended Unified Theory of Acceptance and Use of Technology (UTAUT2) model. This research employs structural equation modelling (SEM), in conjunction with artificial neural networks (ANNs), to examine the main constructs driving the intention to use GenAI and the nature of its impact on social sustainability (SS). The research’s results indicate four factors that significantly impact the adoption of GenAI in HE—habit (HB), hedonic motivation (HM), performance expectancy (PE), and perceived trust (PT)—essentially highlighting intrinsic motivators. However, effort expectancy (EE), social influence (SI), facilitating conditions (FC), price value (PV), and perceived risk (PR) were not statistically significant. Furthermore, the study demonstrates that adopting GenAI has a significant impact on social sustainability (SS) in education by promoting equitable, inclusive, and lifelong learning, as well as enhancing societal well-being. These outcomes provide essential awareness for policymakers and educational institutions, establishing a basis for developing socially sustainable learning environments that leverage the revolutionary capabilities of GenAI. Keywords: Generative AI, higher education, technology acceptance, UTAUT2, T-EESST, SEM, ANN, habit, hedonic motivation, perceived trust, social sustainability, perceived risk, performance expectancy, effort expectancy.
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Instructor Social Presence in Digital Education at Higher Education Institutions in the UAE
(The British University in Dubai (BUiD), 2024-06) SHEHZAD, NAUREEN; Dr Tendai Charles
The radical changes in educational pedagogies has been a driving force behind writing this thesis. With the ever evolving landscape of digital education, understanding the role of instructor social presence in online education is of paramount importance. The study explores the role of instructor social presence and its impact on student engagement in the context of UAE. Using a mixed-methods explanatory sequential design, in the first phase quantitative data was collected by surveying instructors in different educational institutions in the UAE. The survey consisted of Likert-scale questions and was distributed to 100 participants using random sampling. The second phase of the study included in-depth interviews from faculty (N=10) using purposeful sampling. The study is grounded in Community of Inquiry as the theoretical framework which stems from Vygotsky’s social constructivist theory. Through careful and intensive investigation, it was found that instructor social presence is a good predictor for student behavioural, cognitive and psychological engagement. While applying Cresswell’s inductive approach to qualitative data, several themes were reveled which primarily focused on the importance and inclusion of instructor social presence. This study is geographically specific and yielded the results only in the UAE. Further studies need to be carried out with a larger population using longitudinal study designs. To conclude, it is important to note that technology and artificial intelligence is shaping the future of education. Therefore, as teachers, we need to keep abreast of all upcoming technologies to impart education that can engage and bring life-long learning skills to the GenZ.