2828 research outputs found
Sort by
Curriculum Innovation for Equity and Excellence: An Analysis of Opportunities and Challenges in Singapore’s Gifted Education Policy Experience
No full textThis study analyses the innovation in the evolution of Singapore’s 40-year-old Gifted Education Programme (GEP) launched in 1984, and its shift to another innovative Higher-Ability Learners (HAL) framework, launched in 2024. The aim of this paper is to assess to understand the curriculum and policy experience of Singapore in its 40-year experience in gifted education and the potential benefits of the experience for global cities like Dubai who seek to balance excellence and equity in gifted education. Through a qualitative documentary analysis of the shift in the curriculum design, this paper traces the historical evolution of this transition, using curriculum innovation theories which includes Tyler’s rational-linear model, Stenhouse’s process model, and Tomlinson’s differentiation theory- as an analytical lens. Outcome of analyses indicate that the move from a centralized, top 1% model (GEP) to a decentralized, top 10% model (HAL) aims to broaden access but introduces significant risks, including the dilution of academic rigor, systemic gaps in teacher readiness for differentiation, gift and talent identification criteria, and the potential for Singapore’s competitive “kiasu” culture to undermine reform goals. The analysis concludes that while HAL represents a necessary and ambitious step towards democratizing the design of the gifted education curriculum, its success is dependent upon overcoming profound pedagogical, structural, and cultural barriers. This analysis offers critical implications for policymakers across different contexts. The primary limitation, however, is the current absence of longitudinal empirical evidence to assess HAL's long-term efficacy due to its recent implementation, which clearly establishes a vital scope for future research
The Role of Leadership and School Culture for Effective Teacher Retention: A Study Among Teachers and Leaders in Selected Private Schools in the UAE
No full textAbstract
This study investigates how leadership practices and school culture impact teacher retention in UAE private schools, which face significant turnover challenges for expatriate educators. This study examines how transformational leadership and supportive environments influence teacher satisfaction and commitment. A mixed-method approach was used, combining quantitative surveys with qualitative questions for teachers and school leaders. The study was grounded in transformational leadership theory, organizational culture theory, and the job demands-resources model. The findings show that effective leadership and positive school culture are crucial for retaining teachers, with professional development, recognition, trust, and autonomy being important elements. The results revealed that leadership practices influence retention indirectly by shaping the school culture. The quantitative analysis revealed correlations between leadership, culture, and retention intention. The qualitative data highlighted the importance of supportive environments, collegial relationships, and fair treatment in teachers' decisions to stay. This study concludes that nurturing positive school cultures through transformational leadership is fundamental to improving teacher retention in UAE private schools. Recommendations include investing in leadership development, supporting collaborative climates, and implementing retention-focused policies. This study contributes to the understanding of the relationship between leadership, culture, and retention in the UAE's educational context, offering insights for school leaders and policymakers to enhance retention strategies.
Keywords: leadership practices, school culture, teacher retention, UAE private schools, transformational leadership, professional developmen
Force Majeure vs. Hardship: A Comparative Analysis of Their Application in Construction Contracts in the UAE and the UK
No full textThe nature of construction contracts in the UK and the UAE makes the legal principles of force majeure and hardship vital in risk management and achieving a contractual balance in unforeseen circumstances. This dissertation explores how force majeure and hardship affect the legitimacy of contracts under both national and international law. The purpose of this work is to examine the effect of force majeure and hardship rules in the UAE and the UK, in order to better inform the design and meaning of clauses in construction contracts. The basic aim of the research is to analyse the impact of these terms on construction projects in the context of specific situations, such as natural disasters, pandemics, armed conflicts, regulatory changes, and economic disruptions, and to enhance the development of better force majeure and hardship clauses for lawyers, construction companies, and governmental agents for domestic and international contracts. The comparative legal methodology systematically compares various legal systems and how they deal with the same legal concepts, in this case, the force majeure and hardship within construction contracts. Findings suggest that the UAE uses codified laws to cover force majeure and hardship, depending on a judge’s choice, but the UK looks only to written terms in contracts and focuses narrowly on frustration, without recognising hardship at all. Such variations impact the probability of international contracts and the resolution of disputes. To protect the interest of the parties and make such complicated cross-border construction projects enforceable, clear, jurisdiction-specific drafting is required
Assessing the Alignment Between School Leadership Marketing Mix Strategies and Parental Perceptions: A 7 Ps Analysis of Private Schools in Dubai – Case Study
No full textIn Dubai’s competitive environment, private schools must implement effective marketing strategies to attract and retain students. Using the 7 Ps marketing mix framework (Product, Price, Place, Promotion, People, Process and Physical Evidence), this study will investigate the alignment between marketing strategies implemented by school leaders and parents’ expectations. Using a mixed-methods approach, qualitative interviews with school marketing officials in addition to parent quantitative surveys were included. Results show that while school leaders’ main marketing tool is digital marketing and brand reputation, parents give teacher quality, curriculum relevance and safe environment top importance. The research emphasises the importance of a comprehensive and holistic marketing plan combining institutional goals with family expectations. Suggestions call for better extracurricular activities, matching promotional initiatives with parental tastes and raising instructor credentials. The results contribute to the body of knowledge on school marketing and offer practical advice for learning environments trying to improve their market orientation
The Relationship Between Organisational Socialisation Practices and the Successful Onboarding of Emiratis in the Private Sector
No full textThis study examines the relationship between organisational socialisation practices and the successful onboarding of Emiratis in the private sector, specifically focusing on how newcomer adjustments mediate this relationship. It evaluates the effectiveness of these practices in achieving onboarding success. Employing a deductive approach and a quantitative method, this study explores how socialisation practices and newcomer adjustment affect the onboarding success of newly hired Emiratis in the UAE private sector. A cross-sectional survey using a 7-point Likert scale was administered to 380 Emirati employees within their roles for six months to three years. Data collection involved distributing surveys in both Arabic and English via email and in-person meetings. Key findings highlight the importance of effective socialisation practices in reducing turnover intention and enhancing social integration and work engagement. While the impact on role clarity is less consistent, orientation programmes positively influence newcomer adjustments. Socialisation tactics and agents significantly enhance these adjustments by providing crucial support and guidance, thereby boosting self-efficacy and role clarity. Newcomer adjustments, particularly self-efficacy and role clarity, mediate the relationships between socialisation practices and key outcomes such as turnover intention, social integration, and work engagement. However, the direct impact of these adjustments on overall onboarding success is weak, suggesting that other variables, including job satisfaction, organisational support, and personal values, may play a more prominent role. The study underscores the need to understand new employees’ unique attributes and the demonstrated effectiveness of orientation programmes, indicating that actively engaging new employees in targeted socialisation processes can significantly influence retention, work engagement, and positive socialisation outcomes.
Keywords: Emiratisation, socialisation practices, turnover intention, work engagement, social integration
Examining Customer’s Behavioral Intention Towards Chatbots Adoption—The United Arab Emirates Context
No full textExploring the Effectiveness of Different Learning Methods: A Comparative Analysis
No full textThis theoretical paper scrutinises the evolution of language teaching methods across the twentieth and twenty-first centuries, emphasising the continuous effort to enhance learning environments and outcomes. It investigates the Total-Physical Response (TPR), The Eclectic Approach, Task-Based Language Teaching (TBLT), and Suggestopedia. through a comparative analysis, the study aims to identify effective strategies for different learners, considering their styles and subject areas, each method is scrutinized based on its principles, techniques, strengths, and weaknesses, highlighting the need for adaptable methodologies that promote engagement and meaningful language acquisition. The findings and discussion offer insights into effective teaching methods, emphasizing personalized approaches to improve learning outcomes
Advancing Interpretability in Sequential Models Through Generative AI Rationalization Using GPT-4
No full textIn this study, we investigate the role of Generative Pre-trained Transformer 4 (GPT-4) in enhancing interpretability of sequential predictions in Natural Language Processing (NLP). Our study introduces a hybrid model that integrates traditional sequential prediction models with GPT-4, aiming to generate detailed, context-sensitive explanations for model outputs. This approach is rooted in the use of advanced transformer architectures and a specialized tokenization method that maintains semantic coherence, allowing for deep contextual analysis by GPT-4. Additionally, we devise a rationale generation algorithm that achieves a balance between succinctness and informativeness. Our experimental validation spans across various high-dimensional datasets, including financial time-series and multilingual texts, employing both qualitative and quantitative metrics to evaluate the model’s performance. These metrics focus on the plausibility and consistency of the rationales, as well as the model’s predictive accuracy. Preliminary results demonstrate that our approach not only enhances the accuracy of sequential predictions but also significantly improves their interpretability. This finding highlights the potential of generative AI to bridge the gap between complex AI decision-making processes. This research underscores the viability of employing generative AI to elucidate the underlying mechanisms of sequential prediction models, paving the way for more transparent AI systems
Teachers' Perceptions of the Role of Artificial Intelligence in Facilitating Inclusive Practices for Students with Special Educational Needs and Disabilities: A Case Study in a Private School in Abu Dhabi
No full textThe integration of Artificial Intelligence (AI) in education has raised significant discussions about its role in supporting inclusive learning for students with Special Educational Needs and Disabilities (SEND). The purpose of this study is to explore teachers’ perceptions of AI’s effectiveness in facilitating inclusive practices within a private school in Abu Dhabi city in the UAE. This paper constitutes a small-scale study that used a qualitative method in order to obtain responses to the research question through semi-structured interviews. Thematic analysis of data collected from five subject teachers was used to determine their experiences, perceived benefits, and the challenges linked to the integration of AI from the teachers’ perspectives. In light of the results, the study disclosed that AI tools such as Immersive Reader, Edmentum Study Island, Quizizz, and ChatGPT enhance personalised learning, student engagement, as well as independent learning for SEND students. It is worth mentioning that AI’s potential in differentiated instruction and adaptive feedback has been indeed acknowledged by teachers. Yet several barriers were highlighted. Findings referred these barriers to limited teacher training, technological accessibility, and data privacy concerns, as well as ethical biases in AI algorithms. Moreover, in this regard, teachers reiterated that human interaction with SEND students could not be replaced by AI tools because the tools automate tasks and ease engagement, but they do not offer emotional and social support. The study wrapped up with a list of recommendations such as enhanced professional development programmes for teachers, improved AI infrastructure, as well as collaborative efforts among stakeholders to ensure the ethical and indeed effective use of AI in inclusive education. This study contributes to the literature by offering practical insights into the use of AI for inclusive education and as well outlining key challenges that must be addressed in order to get effective AI implementation. The significance of this research stems from its focus on a rarely explored context providing valuable insights into how AI can be leveraged to enhance inclusive education in similar educational settings. Finally, various factors posed limitations to the study, including the small sample size, the focus on a single private school, and relying entirely on semi-structured interviews, this, in turn, may limit the generalizability of findings
Big Data Analytical Capability’s Role in Talent Management: Dynamic Capabilities’ Mediation in the Public Sector
No full textThis article explores the crucial role of big data analytical capabilities (BDAC) in enhancing competitive talent acquisition. It underscores big data as a vital resource akin to an organisation’s workforce, emphasising the necessity for skilled personnel to utilise big data effectively for quality benefits, distinguishing organisations both locally and globally. The study aims to clarify the relationship between BDAC and TA, investigating this through a framework that includes practical and scientific evidence to demonstrate how BDAC contributes to business value. A key concern addressed is the existing gap in how organisations harness big data to generate real value, with the study highlighting the ongoing challenges in optimising big data’s potential in business research. The article leverages environmental heterogeneity as a moderating variable, providing diverse perspectives on the relationship between big data and talent acquisition (Elia et al., Ind Mark Manag 1–16, 2020; Wamba et al., How ‘big data’ can make big impact: findings from a systematic review and a longitudinal case study Samuel Fosso Wamba, 2015). The research was conducted in Abu Dhabi, targeting government entities, and employs a quantitative survey design with 351 respondents to ensure valid results. The aim was to extract valuable insights through academic and experimental contributions, addressing the identified literature gaps and enhancing strategic decision-making concerning talent and dynamic capabilities in organisations (Chen et al., Manag Decis 57:5–18, 2019; Akter, Int J Prod Econ 182:113–131, 2016; Raguseo and Vitari, Int J Prod Res 2018)