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Utilizing Blockchain Technology in the UAE’s Construction Industry: Contract Administration and Management of Disputes and Claims
(The British University in Dubai (BUiD), 2023-12) ALJEWAIR, TAMIM SALEH; Dr Christina Lienen
One of the main challenges faced by economies around the world is digital transformation. However, due to the large number of participants in single construction projects, the centralisation of authority, poor contract administration, lack of database and system interoperability, the construction industry has been unable to digitise, leading to delays and cost overruns, and disputes. The dissertation aims to explore and investigate the benefits of utilizing blockchain technology in construction contract administration, claim, and dispute management processes in depth, to decrease the number of disputes and claims, and to improve the efficiency, and overall productivity of the UAE construction industry. Further, the dissertation provides common causes of construction claims, and disputes, opportunities in implementation, functionalities of blockchain and smart contracts, adoption and adaptation guide, while observing other industries’ applications. Blockchain distributed structure provides a transparent, secure, and a private communication channel, thus establishing trust among contracting parties. Decentralisation supports document management, claim submissions, and automation of payments. Self-execution and enforcement of blockchain based smart contracts ensures compliance with contract provisions, claim process, procedure, and dispute mechanism. Through utilizing blockchain technology, most processes can be streamlined and automated, thereby ensuring compliance and reducing causes of dispute. In order to develop the dissertation, and answer the research questions, a qualitative research approach is employed, associated with literature from different sources. A thematic analysis strategy has been used combined with deductive reasoning of secondary data to validate or reject the hypothesis.
The Effect of Pre-Arbitration Procedural Requirements on Admissibility and Jurisdiction Under UAE Law
(The British University in Dubai (BUiD), 2023-11) ATEEM, SHADY SHERIF; Professor Aymen Masadah
This dissertation examines the frequency of pre-arbitration procedural mechanisms used in construction contracts in the UAE and their influence on the effectiveness of the arbitration process. Although these methods are designed to improve efficiency, they frequently result in more conflicts, resulting in a complicated legal environment that lacks a definitive structure under UAE law. Legal practitioners and courts have utilised various approaches to interpret these clauses, leading to ambiguity. This research examines a recent significant judgement from the Dubai Court of Cassation which focuses on differentiating between admissibility and jurisdiction, in line with established international practises. This study proposes implementing contractual modifications to enhance the clarity of drafting, ensuring that parties strictly adhere to procedural requirements, and introducing legal provisions to regulate admissibility and jurisdiction. Furthermore, it is important to take into account the rules of institutional arbitration and the authority given to tribunals to suspend proceedings. Potential areas for further research involve investigating the relevant legislation regarding pre-arbitration prerequisites and analysing how they compare to laws governing the validity of arbitration agreements. The paper proposes further examination of the persistence of pre-arbitration circumstances after the termination of a contract, specifically focusing on the distinctiveness of the arbitration agreement. In essence, improving and simplifying pre-arbitration procedures can promote peaceful resolution of conflicts in accordance with international and UAE court practises
Breach of Due Process as a Ground for Non-Recognition and Non-Enforcement of Foreign Arbitral Award Under the New York Convention
(The British University in Dubai (BUiD), 2023-05) BOUHEMADI, TALEB BOUHAMADY TALEB; Dr Abba Kolo
Various arbitrators and legal scholars worldwide have repeatedly used the term “due process” either during their legal practice or in efforts to help their clients obtain justice. Most attorneys regard It as established accounts of legal procedures based on a system that adheres to the legal knowledge, enhancing and protecting the individuals' rights. However, its context in the New York Convention award was different. Despite its failure to appear in the report that was made effective in June 1959, it's obvious to note that the Convention's top objective was to promote the importance of acknowledging foreign arbitrations and using them effectively to settle disputes in a way that each part reaps a mutual benefit. Also, the need to make the foreign Arbitral award globally recognized since it steered for standard legislation would promote fairness during the court or arbitration processes. However, even after the agreement to start enforcing the Convention's report, the Foreign Arbitral Award has yet to be fully recognized internationally. The dissertation will analyze and discuss the reasons for refusing to recognize and implement a foreign arbitral award under the New York Convention, as well as how it is applied by different jurisdictions, with a focus on due process, in terms of its concept, the consequences of its breach, how the courts interpret it and how the parties bring it before the competent court, and finally the conclusion and recommendation.
Nullification of Arbitral Award Under UAE Law Dissertation
(The British University in Dubai (BUiD), 2023-01) ELSANOSI, AHMED; Professor Omar Al Hayari
The UAE Arbitration community has welcomed the new UAE Arbitration Law enacted on 2018 which adds popularity to UAE as an internationally recognised environment for Arbitration as parties normally elect to opt out from Courts and choose Arbitration to resolve their disputes mainly due to is fast decisions and procedures’ flexibility compared to Court litigations, however for the Arbitral Awards to be executable, it must be enforced by recourse to the Courts who has the power to affirm, annul or grant leave for correction of Arbitral Awards based on certain grounds set out by the Law and the Courts interpretation thereto. There is little researches on the subject following the enactment, but was not supported and enriched with Court cases dealing with the new Law and its effect mainly on nullification and enforcement of the Arbitral Awards the issue that this study, which concentrate on all nullifications’ triggers during all the stages of the Arbitration process from signing the Arbitration agreement until obtaining the Arbitral Awards, aims to analyse it and how UAE Courts are dealing with nullification of Awards based on the New Law to help the Arbitration community understand and avoid any trivial or major mistakes that probably will lead to annulment of their Arbitral awards by analysing all possible triggers that may lead to the same and the methods to avoid them, all through excessive Court cases review and analysis for the past (4) years since the New Law came into force. As of date of writing this paper, the Courts have shown great appetite on avoidance of nullification of the Arbitral Awards and settled important principles on their interpretation and decisions worth considering, albeit with some unfavourable judgments to the Arbitration Community as it the case with any other litigation matters.
The Relationship between Principal Leadership Styles and Teacher’s Job Satisfaction in a British School in Sharjah City
(The British University in Dubai (BUiD), 2023-11) TAMIMI, DANA; Professor Christopher Hill
In modern society, education serves as a cornerstone of societal progress, driven by the quality and quantity of educational personnel, standards, leadership styles of school principals, resources, and the learning environment. Educational leaders hold significant responsibilities, from evaluations to maintaining high standards and ensuring Ministry of Education compliance, shaping the school culture through their leadership styles. Research highlights the substantial impact of leadership styles on teacher and staff satisfaction. This emphasizes the need for school leaders to understand effective leadership styles for sustaining satisfaction. Teacher satisfaction is influenced by various factors, such as relationships with principals, peer connections, compensation, workload, curriculum, community support, facilities, job contentment, and professional reputation. This research explores how diverse leadership styles affect teacher satisfaction, from the teachers' perspective. The findings have practical value for educators and administrators, underscoring the role of effective leadership in recruiting and retaining qualified educators. It also sheds light on the importance of principals' understanding of instructional methodologies and their impact on teacher well-being and effectiveness. Ultimately, this research aims to enhance educational outcomes and overall education quality. This research adopted a quantitative approach to systematically collect and analyse numerical data, aiming to investigate the association between teacher job satisfaction and principal leadership styles. The study concentrated on teachers and the principal of a school situated in Sharjah city, United Arab Emirates, following the British curriculum and comprising approximately 300 teachers. Upon analysing the collected data, the author concludes that there exists a positive correlation between the leadership style of principals and teachers' job satisfaction. Furthermore, the research establishes that leadership style, whether transformational, transactional, or laissez-faire, invariably leads to higher levels of teacher job satisfaction.
An Assessment of the Implementation of Forest Curriculum in a Private School in Abu Dhabi, UAE.
(The British University in Dubai (BUiD), 2024-03) ALMENHALI, AFAF AHMED; Professor Abdulai Abukari
This study determines the effectiveness of the implementation of the forest curriculum in a private pre-school in Abu Dhabi, UAE. This dissertation aims to evaluate the positive impact of nature-based learning in private pre-schools, to determine the challenges of implementation, and to propose effective implementation strategies with regard to the forest curriculum. Employing a mixed-methods approach, quantitative data were collected through a questionnaire distributed to a cohort of 42 teachers. Additionally, qualitative data were gathered through an interview with the principal of the school to provide insights into the lived experiences of the participants. This study contributes valuable insights to the field of curriculum evaluation, offering a holistic understanding of the impact of the forest curriculum on students. In addition, with the UAE moving towards sustainability, there has come a need to support nature curricula, which are represented by forest schools. Forest schools can have a positive impact on the environment and on sustainability by fostering a deep connection with nature, promoting environmental awareness, instilling sustainable practices, and contributing to the overall well-being of individuals and communities. The research findings underscore the importance of curriculum alignment with 21st-century skills and the need for ongoing professional development to support educators in navigating integrated forest school approaches. Further research involving a larger and more diverse sample is recommended to confirm and extend these initial results. The implications with regard to integrating the forest curriculum in government schools should be discussed.
The Impact of Parent–Teacher Communication on Student Behaviour and Social Development in a Semi-Government School in Fujairah
(The British University in Dubai (BUiD), 2024-03) ALMARSHOODI, ALYAZYAH; Dr Ahmed Abubaker
In the realm of contemporary education, proficient communication between parents and instructors assumes a crucial role in moulding student conduct and fostering social growth. This study investigates the influence of parent–teacher communication on student results at a semi-government school located in Fujairah, the United Arab Emirates. A total of ten parents were included in this research study, which utilised a mixed-methods approach that included both questionnaires and interviews. The study analyses the main difficulties and advantages that exist in the communication between parents and teachers in the specific educational environment. The participants shared their experiences, perceptions, and expectations about communication strategies through questionnaires and interviews. The data analysis reveals several aspects that impact the efficiency of communication, such as cultural norms, technology capabilities, and institutional backing. Evidence indicates that although the significance of communication between parents and teachers is acknowledged, many obstacles impede its effective execution. The obstacles encompass language difficulties, restricted technology infrastructure, and cultural disparities in communication preferences. Nevertheless, the participants also emphasised the advantages of robust parent–teacher contact, including enhanced student engagement, behaviour, and overall academic achievement. In addition, the study examines methods to improve parent–teacher communication, including the use of multilingual communication platforms, regular feedback systems, and culturally sensitive approaches. The Interviews provided valuable insights into the intricate factors that contribute to the development of meaningful partnerships between parents and instructors. This research has important implications for educational stakeholders, policymakers, and practitioners who want to improve student outcomes by encouraging effective collaboration between parents and teachers. By tackling the identified issues and capitalising on the chances for enhancement, schools can establish a suitable atmosphere for comprehensive student development. Ultimately, this study adds to the expanding collection of research on parent–teacher communication and its influence on student behaviour and social development. It emphasises the significance of cultivating cooperative partnerships between parents and teachers to bolster the educational progress of pupils in semi-government schools in Fujairah and other areas.
Muslim Consumers’ Food Safety Behaviour and Religious Commitment: An Empirical Study in the UAE Context
(The British University in Dubai (BUiD), 2023-12) AL BAYARI, JEHAD RAFFEQ; Professor Abubakr Suliman
As the final stage of the food chain, consumers’ food safety behaviour plays a major role in national food safety management systems. The knowledge, attitudes and practices (KAP) model, and application of traditional interventions have not ensured effective consumer food safety behaviour. Consumer behaviour is complex but is essential in managing national food safety systems; therefore, it is important to consider other factors that are important in the local cultural context, such as religious commitment. However, the impact of religious commitment on consumer food safety behaviour has not been investigated. In the United Arab Emirates (UAE), combining the effect of collectivism (e.g., subjective norms), religious commitment and consumer awareness with the KAP model may help to explain Muslim consumers’ food safety behaviour. This study examined the roles of consumer awareness and religious commitment in the relationships between food safety knowledge, attitudes, subjective norms and Muslim consumers’ food safety behaviour in the UAE. In addition, factors that impacted consumer food safety behaviour, particularly those influencing the relationships between food safety knowledge and attitudes and consumer food safety behaviour were explored. This thesis adopted a positivist philosophy and used a deductive, cross-sectional approach guided by the theory of planned behaviour and attachment theory to investigate the impact of the studied factors on consumer behaviour. A conceptual model was developed that incorporated 20 hypotheses. Quantitative data were collected from 1089 Muslim consumers in the UAE using a self-administered questionnaire. The collected data were analysed using the PLS-SEM software package. Empirical evidence from this research indicated that consumer awareness and religious commitment acted as a multiple mediator in the relationships between food safety knowledge, food safety attitudes, subjective norms and consumer food safety behaviour. Religious commitment also affected Muslim consumers’ food safety behaviour. This study demonstrated that an important factor influencing Muslim consumers’ food safety behaviour was Sharia and its teachings, as religious commitment emerged as a new construct related to food safety behaviour. This research contributed to building understanding of managing food safety in Muslim societies by offering new and deep insights of Muslim consumers’ behaviour, including subjective norms and religious commitment, which are highly relevant in Muslim society. The conceptual model developed in this thesis built on and improved existing models of food safety management by introducing attachment theory to currently used behavioural theories. The model may also inform a new and innovative guideline that considers religious commitment and behaviour-based food safety awareness. Regulatory and food safety authorities and other stakeholders can benefit from this model as it may assist in establishing a positive food safety culture, thereby promoting good food safety behaviours and reducing the incidence of foodborne illnesses. This research succeeded in explaining Muslim consumers’ food safety behaviour and concluded that Muslim consumers with greater religious commitment were more likely to demonstrate good food safety behaviour.
Exploring Emirati Parental Perspectives: A Comprehensive Analysis of Attitudes Towards Counseling and Guidance Services in Private School Settings
(The British University in Dubai (BUiD), 2024-03) HAJEBI, ASMA ABBAS; Dr Tendai Charles
This study investigates Emirati parental attitudes towards counseling and guidance services in private school settings in Dubai, UAE. Motivated by the observed disconnect between Emirati parents' limited awareness and appreciation for counseling services despite the prevalence of depressive symptoms among Emirati children, the qualitative methodology employed semi-structured interviews with a sample of Emirati parents to elucidate parental perceptions and experiences regarding counseling services. Thematic analysis revealed several key findings. Firstly, ingrained gender dynamics in parenting roles were identified, with fathers often assuming the role of enforcers of discipline, while mothers were primarily tasked with academic support and day-to-day aspects of children's education. Secondly, prevalent fear and stigma surrounding counseling were highlighted, with concerns raised about potential social repercussions and damage to the family’s reputation, deeply embedded in cultural norms prioritizing maintaining familial honor and social standing. Additionally, a significant lack of knowledge and misconceptions surrounding counseling among Emirati parents emerged as a remarkable theme. Participants expressed uncertainty about the role and effectiveness of counseling services, reflecting the impact of cultural and religious norms on attitudes toward mental health services. Addressing these challenges requires culturally sensitive interventions, including education campaigns, community outreach programs, and the involvement of religious leaders to challenge misconceptions and promote a more supportive environment for seeking mental health support. Data analysis involved importing the interviews into qualitative analysis software such as ATLAS to facilitate coding and systematic organization. Through semi-structured interviews with Emirati parents, the research aimed to explore how the quality and presence of counseling services impact parental attitudes and perceptions, examining factors like awareness levels, cultural norms, and the perceived significance of emotional well-being relative to academic achievement. In conclusion, this study contributes to a deeper understanding of the cultural, social, and religious factors shaping parental attitudes toward counseling in the UAE. The findings underscore the importance of targeted interventions and collaborative efforts to address stigma, promote awareness, and integrate culturally sensitive counseling services into educational settings. Recommendations include the development of culturally sensitive counseling programs, mandatory mental health education in schools, training for educators and healthcare providers, and media literacy programs to address the impact of social media on mental health. Further research is needed to explore the effectiveness of interventions targeting parental attitudes towards counseling and their impact on children's mental health outcomes in the UAE, ultimately fostering a supportive environment for Emirati children's holistic development and well-being.
Exploring Challenges and Opportunities: Investigating Perceptions and Attitudes of Students, Teachers, Principals and Parents towards Remote Learning in the UAE
(The British University in Dubai (BUiD), 2024-11) ALBASTAKI, SHAIKHA ABDULHAMID; Dr Tendai Charles
This research investigated the perspectives and experiences of the school community in the United Arab Emirates (UAE) regarding remote learning. Employing a conceptual framework informed by existing literature, the study sought to pinpoint essential elements for successful remote education and comprehend the support required for both students and educators. The participants encompassed a diverse range of stakeholders, including students, teachers, principals, and parents. Employing a mixed-method approach, which integrated qualitative and quantitative research methodologies, the study gathered and analyzed data to derive comprehensive insights. The findings obtained from the research highlighted a notable appreciation among participants for the flexibility offered by remote learning methodologies. However, despite this appreciation, there was an unmistakable inclination toThis research investigated the perspectives and experiences of the school community in the United Arab Emirates (UAE) regarding remote learning. Employing a conceptual framework informed by existing literature, the study sought to pinpoint essential elements for successful remote education and comprehend the support required for both students and educators. The participants encompassed a diverse range of stakeholders, including students, teachers, principals, and parents. Employing a mixed-method approach, which integrated qualitative and quantitative research methodologies, the study gathered and analyzed data to derive comprehensive insights. The findings obtained from the research highlighted a notable appreciation among participants for the flexibility offered by remote learning methodologies. However, despite this appreciation, there was an unmistakable inclination towards the traditional modality of face-to-face instruction. Furthermore, the results gained from the study illuminated an intriguing aspect pertaining to the current landscape of online educational practices, hinting at a tendency for knowledge transmission rather than transformative learning experiences. In light of these findings, the study advocates for the adoption of blended learning methodologies, which amalgamate the inherent advantages of both online and in-person teaching modalities. By integrating these approaches, blended learning stands poised to offer a more holistic and effective educational paradigm. Ultimately, this research serves as a beacon illuminating the landscape of online education within the unique context of the UAE, thereby proffering invaluable insights aimed at augmenting educational methodologies and practices in the region. wards the traditional modality of face-to-face instruction. Furthermore, the results gained from the study illuminated an intriguing aspect pertaining to the current landscape of online educational practices, hinting at a tendency for knowledge transmission rather than transformative learning experiences. In light of these findings, the study advocates for the adoption of blended learning methodologies, which amalgamate the inherent advantages of both online and in-person teaching modalities. By integrating these approaches, blended learning stands poised to offer a more holistic and effective educational paradigm. Ultimately, this research serves as a beacon illuminating the landscape of online education within the unique context of the UAE, thereby proffering invaluable insights aimed at augmenting educational methodologies and practices in the region.

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