2828 research outputs found
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Fostering Investment Through the Experience Economy: The Case of Dubai
No full textThis study aims to explore how the Dubai Government can effectively harness and capitalise on the concept of the experience economy to enhance its competitiveness globally and double its economy within the next decade. Employing an exploratory qualitative case study approach, the research draws on primary data gathered from government sources and open-ended interviews with ultra-high net worth individuals (UHNWIs) residing in Dubai. The findings reveal that Dubai has emerged as a prominent hub of the experience economy by adapting and aligning its business offerings with the four realms of the experience economy. This strategic alignment has led to significant achievements, including heightened investments. Two key success factors stand out: the government's progressive, flexible, and agile approach towards doing business; and the strong relationship forged between the government and these ultra-high-net-worth individuals. Moreover, the economic implications are substantial, as the findings can guide the Dubai Government in attracting further investments into the city. From an academic perspective, this study marks the first exploration of the experience economy within the context of government–business interactions. The lessons drawn from this research have broader applications and can be applied to other cities seeking to attract and retain UHNWIs. Ultimately, this study serves as empirical findings for the Dubai Government to make necessary provisions in order to enhance its appeal to UHNWIs and maintain its status as a global leader
The mediating effect of organisational resilience and internal preparedness on the relationship between external vulnerabilities and performance
No full textThe performance of an organisation is contingent on external and internal business environments. A resilient business process strengthens the stability of the organisation. The underlying study focused on the effect of organisational resilience on business performance under the influence of external vulnerabilities. A survey was conducted and data were collected from 144 organisations in the UAE. Structural equation modelling was used to test the hypotheses. The findings showed that organisational performance
was positively and significantly related to external and internal factors with resilient characteristics and capacities. The relationships between resilient characteristics, resilient capacities, and firm performance were also positive and significant. The mediation results showed an indirect relationship between resilient characteristics and firm performance, and resilient capacities fully mediated this association. The research has contributed to resilience theories, and has also provided a framework to managers and decision makers to achieve greater resilience for better business performance
Transformative Role of Artificial Intelligence (AI) in Higher Education in United Arabs Emirates: Exploring the Universities’ Faculty Members’ Perspectives and the Institutional Leaders
No full textThis study explores the transformative role of AI in higher education institutions in the United Arab Emirates. Using a mixed-methods approach of sequential interpretive methods, this research examines faculty acceptance and adoption of AI, factors influencing its integration, and impact on teaching, learning, and quality assurance processes. The research is guided by the Unified Theory of Acceptance and Use of Technology (UTAUT) framework, which has been expanded to include ethical issues, innovative work environments, and individual innovation. Quantitative data was collected through surveys with sixty faculty members, while qualitative insights were gained through interviews with senior institutional leaders. The results reveal that performance expectations, effort expectations, social influence, and facilitating conditions significantly influence AI adoption. However, ethical concerns and technical infrastructure limitations pose challenges. Additionally, leadership support, strategic policies, and tailored training programs are critical to effective AI integration. This study provides actionable recommendations for institutional leaders to formulate AI-driven strategies that enhance educational outcomes, encourage ethical practices, and align with the UAE’s National AI Strategy 2031. It also contributes to academic literature by presenting an expanded UTAUT framework to better understand AI adoption in higher education contexts
Investigating Indoor Air Quality in UAE Restaurants: A Case Study
No full textParticulate matter, oxides of carbon and volatile organic compounds released during cooking can have a harmful impact on the health of employees and clienteles of restaurants. Hence it is crucial to monitor and maintain a healthy indoor air quality (IAQ) of restaurants and this study intends to assess the parameters of indoor air quality of a busy restaurant in Dubai with the intention to offer recommendations to enhance the indoor environment of the restaurant. Following a preliminary assessment and quantitative walk-through inspection of the kitchen and dining area, a survey was administered to the restaurant's staff and patrons in order to determine quality of interior environment. The responses received for the employees’ survey emphasised the areas of concern as well as the variables that needed to be assessed and monitored in order maintain the indoor air quality at desired levels. Using the compatible instruments, parameters such as PM2.5, PM10, Temperature, Humidity, Interior Lighting, CO2, CO, and Total VOCs were measured to evaluate the indoor air quality. While analysing the results it was observed that cooking activities in the kitchen are producing particulate matter to an undesired level and augmentation of ventilation is required to maintain a healthy working atmosphere for the employees. Customer response was satisfactory on the quality of indoor environment of the restaurant as per Likert 5-point analysis
Learning Support Assistants’ (LSAs’) Roles, Professional Development Experiences and Training Needs in Private Schools in the Emirate of Dubai
No full textThis study examines the roles, professional development experiences, and training requirements of Learning Support Assistants (LSAs) at private schools in Dubai. LSAs are crucial in aiding students with special educational needs (SEN) in inclusive classrooms. However, concerns persist regarding their training, clarity of roles, and integration into the wider school environment. Data was gathered from 54 LSAs via a survey that included both closed and open-ended questions. The research aimed to understand the demographics of LSAs, their roles, the professional development opportunities available, and the barriers they face in obtaining further training. Findings indicate that while LSAs in Dubai are generally well-qualified and trained compared to their international peers, issues with role clarity, collaboration with classroom teachers, and access to structured professional development persist. They reported a need for training in behaviour management, teaching strategies, and facilitating peer interactions but identified significant barriers such as time constraints, financial issues, and lack of institutional support. The study highlights the need for schools and policymakers to define LSAs' roles clearly and provide individualised training programs along with adequate supervision to boost their effectiveness. Recommendations include integrating professional development into school hours, fostering greater collaboration between LSAs and teachers, and further clarifying LSAs' duties to improve their function in inclusive classrooms
Exploring School Leadership's Influence on Student Engagement in Digital Learning: A Case Study of a Private School in Dubai
No full textIn response to the growing integration of technology in education, this study examines how school leadership enhances student engagement through digital learning in a private school in Dubai. It explores the strategies employed by school leaders to support digital learning, the challenges they encounter during implementation, and the perceptions of both teachers and members of the school leadership team regarding the effectiveness of these practices. A convergent parallel mixed methods design was employed, combining quantitative survey data from teachers with qualitative interviews conducted with school leaders. The findings highlight that leadership practices such as professional development, collaborative decision-making, and strategic tool use play a crucial role in supporting student engagement. Nevertheless, challenges like digital fatigue, inconsistent student participation, and infrastructure limitations persist. The study is underpinned by five theoretical frameworks: Technological Pedagogical Content Knowledge (TPACK), the SAMR model, Instructional Leadership, Self-Determination Theory, and Fullan’s Change Theory. Together, these frameworks offer an integrated lens for examining the intersection of leadership, pedagogy, and technology in digital learning environments. The study concludes that fostering effective digital engagement requires leaders to balance a clear instructional vision with innovation and sustained support for teachers. It offers practical recommendations for both school leaders and policymakers, contributing to the expanding body of research on digital learning leadership, particularly within the educational context of the UAE.
Keywords: digital learning, student engagement, school leadership, instructional leadership, TPACK, SAMR model, Self-Determination Theor
The Impact of Technology-Enhanced Instruction on Student Achievement: A Comparative Study Using MAP and CAT 4 Data
No full textTechnology-enhanced instruction (TEI) is transforming modern educational systems, yet its impact on student academic achievement remains a critical area of investigation.This study examines TEI’s impact on student academic achievement across multiple subjects while considering the students’ cognitive profiles and grade levels. The research analyses data from 3,327 students in Grades 3 to 9 across five UAE schools adopting the American curriculum, encompassing 9,264 MAP assessments in English language, English reading, math, and science. The study uses a quantitative approach to evaluate the relationship between TEI, academic achievement, cognitive profiles, and grade levels. Findings indicate that TEI has a modest but significant impact on academic achievement with varying effects across subjects. Math shows the strongest positive relationship, while science demonstrates a complex non-linear relationship with negative results at high levels of technology integration. English language and reading show marginal positive correlations. Additionally, results reveal that students with verbal bias outperform their peers, though CAT 4 cognitive profiles do not moderate the relationship between technology integration and MAP scores. Grade level emerges as the strongest predictor of MAP scores. The findings of the study suggest that technology integration strategies should be subject-specific, with an emphasis on math. This study contributes to the growing body of literature on educational technology by offering evidence-based recommendations on technology integration in UAE schools and international schools with similar contexts
تسليط الضوء على الاستدامة، تعزيز أداء الإضاءة الداخلية في الإمارات العربية المتحدة دراسة حالة جامعة عجمان
No full textThis study explores the prevelance and impact of light pollution indoors at Ajman University, UAE, with particular reference to its implications for health, productivity, and energy efficiency. While light pollution outside has gained much notice, the academic interior is less understood, particularly in hot and arid environments like the UAE. Utilizing the mixed-methods approach field measurements, surveys with students, interviews with faculty, and DIALux simulations the study evaluates the performance of lighting in prominent academic spaces such as Labs, studios, and corridors. Outcomes recognize serious inefficiencies such as poor illuminance (e.g., 120–160 lux in studios vs. the optimal 300–500 lux), uneven light distribution, and excessive glare leading to eye strain, fatigue, and compromised academic performance. Energy audits recognize power densities for lights reaching 16.51 W/m² in some areas. Design suggestions LED retrofitting, daylighting integration, and smart control have the potential for savings of 30–50% with increased visual comfort. Such measures align with the UAE Vision 2050 sustainability targets and provide an example for universities to follow people-focused, energy-efficient lighting schemes. Closing the gap between technical performance and occupants' wellbeing, this research offers a model for enhancing the lighting in learning facilities in arid environments, resulting in healthier and sustainable learning environments
Variation Works Under UAE Law and FIDIC Contracts
No full textThis study addresses a crucial issue of the variation works in construction projects, and its objective is to have insight into how the variation is controlled under and by the UAE law and FIDIC contracts. It focuses on the major distinctions between the two legal systems and stresses the need for well-defined difference clauses in contracts to avoid disputes in the course of the implementation of projects. Changes are a fact of life, and sometimes they are uncontrollable, as in the case of large projects where the changes in scope, time, or cost are constantly changing. Investigating the reasons for such variation, this paper aims to explain the effects of variation on all parties concerned, the owner, the contractor, and the consultant, especially when there is a conflict. An understanding of variations and how variations are to be put into play can go a long way in minimising disputes and will undoubtedly ensure more streamlined project delivery for all stakeholders.
Keywords: variation works, construction projects, UAE law, FIDIC contracts, contractual disputes, scope change