2308 results
Search Results
Now showing 1 - 10 of 2308
Item The Role of Lexical Cohesion in Improving Twelfth Graders’ Essay Writing Quality(2023) A. Khalil, Abdelhamid; A. S. Abu-Ayyash, Emad; M. I. Salhieh, Sa’EdThe current study was conducted to examine the role of lexical cohesion in improving the quality of twelfth graders’ essay writing. The study specifically aimed at examining the correlation between lexical cohesive devices (LCD) and the quality of written texts as well as investigating the barriers of employing these devices for twelfth graders. The context was a private American curriculum school in the UAE. The present paper adopted the quantitative correlational and the quantitative survey research approaches. Data were collected using document analysis of 30 twelfth graders’ essays and an online survey attempted by 113 English teachers. Data were analysed using correlational statistics, multiple linear regression, and exploratory factor analysis. The results indicated that there was a significantly positive, moderate association between cohesive ties and students’ essay scores. The results also demon strated that there was a significantly linear relation between hyponyms and synonyms and students’ writing scores although hyponyms had more effect on the writing score than synonyms. The findings of exploratory factor analysis identified three factors as major barriers encountered by learners while using lexical cohesion in their written texts including (1) lack of resources and instructions, (2) impact of L1 interference and (3) limited lexical awareness.Item Success Factors in Adopting AI in HRM: Perspective From the Private Sector in UAE(The British University in Dubai (BUiD), 2024-10) BETTAYEB, ABDERRAHMANE; Dr Abdelmounaim LahrechArtificial intelligence (AI) is emerging as a transformative force in technological advancement, impacting the success of diverse business sectors. However, research on the specific success factors in AI adoption, especially in human resource management (HRM), remains limited. Previous studies have predominantly focused on AI techniques and applications within IT and industrial sectors rather than the HR context and primarily address applications like recruitment rather than exploring broader HR functions. This study aims to address these gaps by identifying key success factors for AI integration in HR across various applications, with a specific focus on the private sector in the United Arab Emirates (UAE), an area largely unexplored in existing literature. This research uses the Technology, Organisation, and Environment (TOE) framework combined with the Diffusion of Innovation (DOI) theory to investigate how these success factors influence AI adoption in HRM. Adopting a quantitative methodology, surveys were administered across UAE private firms to examine variables including factors under the Innovation feature of AI such as compatibility, relative advantage, complexity, trialability, and observability. Internal factors, such as top management support, organizational readiness and technical capability, and managerial capabilities along with external factors like government regulations and pressure, competitive pressure, Market status, and vendor partnerships, were also considered. Data analysis was conducted using SPSS and AMOS, employing tests such as Common Method Bias (CMB), Exploratory and Confirmatory Factor Analysis (EFA and CFA), and Structural Equation Modelling (SEM). This study provides insights into effective resource allocation for HR leaders considering AI adoption, offering implications for both theory and practice. The findings address key research questions, outline practical recommendations, and suggest avenues for future research to bridge existing literature gaps. Ultimately, this research will offer HR leaders in UAE private firms a framework to better understand and overcome AI adoption challenges, enabling informed decision-making and enhancing the strategic use of AI across HR functions and practices. Keywords: AI adoption, human resource management, Diffusion of Innovation Theory (DOI), Technology Organization and Environment Theory (TOE), Success factors, UAE private sector, Innovation feature of AI, Internal effect, External effect, and SPSS AMOS.Item Deadlock Resolution in Private Companies in the UAE: A Comparative Study(The British University in Dubai (BUiD), 2025-03) MOMANY, OMAR HASSAN; Professor Ayman MasadehThis doctoral research study aims to preserve the integrity, continuity, and value of deadlocked private companies for the benefit of companies, joint ventures, shareholders, employees, third-party contractors, and the wider UAE economy and its investment regime. To achieve this, the study assesses the extent to which the UAE federal mainland legal system is equipped to provide sustainable legal solutions to shareholders’ deadlock in private companies. The research objective is to identify gaps in the studied legal systems by assessing what rights, relevant to a deadlock scenario, minority and majority shareholders have in a company, and the extent to which interests of such shareholders groups, the company, other stakeholders, need to be balanced, looking at it through the lens of modern and comprehensive stakeholders’ and public interest regulation theories. This study assesses whether and how the UAE Federal Commercial Companies Law (CCL), and the UAE courts deal with such deadlocks and disputes, and the viability of any existing statutory solutions. The research compares such solutions in the UAE, to the extent that they exist, with deadlock-preventive, deadlock-breaking and termination mechanisms offered or practiced under the UK law. Specifically, the study assesses the role of legal tools, such as shareholders’ agreements and their validity and viability to exit a shareholder from a deadlocked company. In doing so, the research analyses the importance and role of shareholders' agreements and their relevant exit clauses, and the extent to which these clauses can be legitimate and enforceable under the UAE legal system, compared to that of the UK. The study explores the appropriate deadlock resolution mechanisms that can work in the UAE legal system. It also aims to provide academic and practical guidance on important problems to benefit shareholders, directors, companies, lawyers, and legislators. It further aims to advance policy and legislative recommendations that will fill the existing gaps including amendments to the UAE CCL and practice that help improve the legal framework of the research problem. The study applies a qualitative doctrinal method built on an interpretive research paradigm required to comprehend the status quo of the topic through scholarly, critical, and comparative analysis of publicly available laws, case laws, and literature. The critical comparative analysis approach is applied between the primary UAE mainland legal system and that of the UK to objectively determine what approach is taken to address the research problem in the UAE and the UK. In addition, the research benefits from qualitative non-doctrinal semi-structured interviews with carefully selected senior lawyers, shareholders, and directors of private companies. The views were gathered and analysed to validate study outcomes and recommendations.Item The impact of Transforming an Independent School with Conventional Hierarchal Structure into a Professional Learning Community (PLC) on the Overall School Improvement Process(The British University in Dubai (BUiD), 2024-11) CHAABAN, NAHED SALEH; Professor Christopher HillThis research study intends to investigate the impact of shifting school improvement initiatives from being reactive, long delayed, and externally initiated into being more innovative intra-institutionally originated by getting an anonymised independent school established as a professional learning community (PLC). The investigation is focused on reconceptualising school leadership structures to become more collegial and participatory by abandoning the top-down leadership styles, empowering stakeholders’ collaboration and involvement as authentic partners, and thoroughly reviewing the school ethos to redefine its strategic direction in a more inclusive and collaborative approach to become optimally aligned to the stakeholder groups’ aspirations. This transformation is expected to enhance the cultivation of a new sustainable culture that prioritises collaborative learning, institutional efficacy, and continuous improvement. With this PLC model, the school will develop greater agility and capability of coping with the challenges induced by continuous change that is becoming more expedited than ever before. This way, school improvement initiatives become immaculately contextualised and internally initiated, and thus far more sustainably effective than current standardised school improvement models with very limited potential to achieve stakeholders’ aspirations of building a robust system that can internally, sustainably, and proactively revive school improvement dynamics and mechanisms. This investigation is primarily grounded in an anonymised independent school staff’s insights, as represented by their participation in semi-structured interviews and a self-completed questionnaire. The generated data, both qualitative and quantitative, are analysed into three themes which are aligned to three research questions in order to inform discussions and key findings, and inspire data-driven recommendations.Item Editorial(The British University in Dubai (BUiD), 2024-02) Abukari, AbdulaiItem The Impact of Peer Support (Buddy System) Intervention on the Academic Achievement and Social Development of Elementary School Students in Inclusive Classrooms in UAE(The British University in Dubai (BUiD), 2024-02) Alzaabi, Onoud Eid Mobarak Khameis; Kuyini, Ahmed BawaThis study examined the efficacy of a peer support intervention (buddy system) in inclusive classrooms at a government school in Fujairah, UAE. Specifically, it focused on how the intervention influenced the academic performance and social development of elementary school students. This study used a semi-experimental approach which allowed insight into a real-world example of the use of peer support intervention in an inclusive classroom. A mixed-methods approach to data collection was also employed, integrating quantitative evaluations of academic performance on standardised tests, survey data from questionnaires and qualitative data about social development from interviews with students. Descriptive statistics and t-tests were used for quantitative data analysis, while thematic analysis was used for qualitative data analysis. The findings showed a notable beneficial effect of the buddy system on academic performance and social development. The findings also revealed the development of strong peer relationships, better communication skills, and improved teamwork abilities in students participating in the buddy system. These findings highlight the efficacy of the buddy system, in promoting holistic growth among diverse student populations and the need for utilising cooperative and inclusive methods to enhance academic success and social development for students in Government schools.Item The Influence of Inclusive Leadership on Student Achievement in Dubai Schools from Inclusion Leaders’ Perspectives(The British University in Dubai (BUiD), 2024-02) Badawieh, Muntaha; Abukari, AbdulaiInclusive leadership significantly contributes to the success of the school community, so it reflects positively on overall school dynamics by implementing practices so that all learners, including students with disabilities and special education conditions, have equal prospects for academic success. However, despite the recognition of the importance of inclusive practices, there is a need to understand how inclusive leadership specifically influence students’ achievement. This paper focuses on understanding how inclusive leadership influence students’ academic achievements and its overall impact on school dynamics. Based on two Ministry of Education private schools in Dubai, the paper utilises a qualitative research approach in which in-depth semi-structured interviews were conducted with two heads of inclusion from different private schools in Dubai. Participants were purposively selected based on their expertise and experience in leading inclusive initiatives within their respective schools. Data collected from interviews was analyzed thematically. The finding shows that inclusive leadership plays an important role in promoting student achievement, in addition to fostering inclusivity in educational settings.Item Exploring the Impact of Technology-Enabled Pedagogies on the Effectiveness of Students’ Learning(The British University in Dubai (BUiD), 2024-02) Fatima, Syeda Kauser; Qasmi, FaizaThe rapid evolution of digital technologies is fundamentally transforming educational methodologies, prompting a critical reassessment of conventional teaching approaches. This study explores technology-enabled pedagogies and their impact on student learning particularly in promoting student-centered learning. Anchored in constructivist learning theories, which emphasize active, inquiry-based learning and authentic assessments, the study examines the impact of immersive technologies like virtual and augmented reality, as well as data-driven instruction on enhancing educational outcomes. Based on selected higher education institutions, data was collected from a total of 120 teacher educators. The findings of the study underlined the efficacy of personalized, technology-driven educational strategies in increasing accessibility, educational equity and student engagement, thereby equipping students more effectively for effective learning in the digital age. The paper proposes that future research should focus on the long-term impacts of technology-integrated education and the development of scalable educational models on student learning. Although acknowledging limitations due to varied technological infrastructure across institutions, the study concludes that embracing technology-enabled pedagogies is essential for modern education, offering significant advantages in personalizing learning experiences and preparing students with crucial 21st-century skills.Item Assessing Instructional Leadership Practices of School Principals in the UAE’s Public Schools and Their Impacts on Teaching and Learning(The British University in Dubai (BUiD), 2024-02) Alawadhi, Azzah Abdulkarim AbdoolWithin educational settings, instructional leadership is essential in determining how well students are taught and how much they learn. This research examines instructional leadership techniques of school leaders and the influence of these practices on learning and teaching within the framework of the public-school system in the United Arab Emirates. Document analysis and literature review approaches are used through a review of pertinent research literature and policy documents that examine current theories, guidelines and empirical research on instructional leadership in UAE public schools. The finding of this paper provides insights into effective leadership strategies, modifications to the quality of instruction, improved student outcomes and recommendations for policy and training programs targeted at optimizing educational leadership and performance in UAE public schools. It offers suggestions to increase instructional quality and enhance teaching and learning results in UAE public schools. The implication of the finding is that it highlights the impact of effective instructional leadership as used by educational leaders and practitioners in the UAE on teaching quality, student learning results, and overall school improvement within the distinct cultural, social, and educational features of the UAE. The study encourages policymakers to promote initiatives that influence the overall practice of instructional leadership.Item Leadership and Teacher Well-Being: Investigating the Relationship Between Educational Leadership and Teacher Well-Being, and How Leaders Can Create Supportive and Healthy Work Environments(The British University in Dubai (BUiD), 2024-03) ABDELRAZEQ, ADEL; Professor Alaa AmeerIn this detailed study, the dissertation delves into the significant relationship between educational leadership and teacher well-being within private schools in Sharjah and Ajman, UAE. The research addresses a critical problem statement: understanding how leadership practices in educational settings influence the well-being and job satisfaction of teachers. The aim is to uncover specific leadership behaviours that contribute to or detract from teacher well-being. The study's main research question probes the connection between various leadership styles and their effects on teachers' professional satisfaction and stress levels. To provide a comprehensive analysis, the dissertation draws upon key theories and previous studies that link educational leadership with teacher well-being, although these specific theories and studies are not detailed in the abstract. Employing a mixed-methods approach, the research combines qualitative data from interviews with school leaders and quantitative data from teacher surveys, offering a holistic view of the leadership impact on teacher well-being. The key findings highlight the importance of supportive, communicative, and empowering leadership practices in fostering positive work environments for teachers. While the study offers significant insights, it acknowledges its limitations, including its geographical focus on Sharjah and Ajman, suggesting that future research could broaden the scope to include various educational contexts and cultures. In conclusion, the dissertation asserts a strong claim: effective leadership is paramount in creating an environment that nurtures teacher well-being, which is crucial for maintaining high educational standards and ensuring positive student outcomes. The inferences drawn underscore the necessity for educational leaders to adopt practices that prioritise teacher welfare, highlighting its ripple effect on the broader educational ecosystem. Keywords: educational leadership, teacher well-being, private schools, UAE, leadership practices, job satisfaction, stress levels, mixed-methods approach, supportive leadership, empowerment in education