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Quantitative Analysis of Project Delays and Mitigation Strategies at an Engineering Organisation in the UAE
Full text linkComplex operational environments, tight deadlines, fast-tracked projects and high demands from multiple stakeholders (both internal and external) present significant challenges in the engineering sector, particularly Mechanical, Electrical and Plumbing (MEP) and energy retrofit fields in the UAE. These changes often lead to project delays, which result in increased budgets and stakeholder or customer dissatisfaction. Energy efficiency and sustainability are two of the primary motivators for the UAE construction and engineering industry, yet both are negatively affected by project delays. This research provides a quantitative analysis of project delays based on three comprehensive real-world case studies of MEP and energy retrofit projects executed by an engineering organisation in the UAE. A retrospective delay analysis of As-Built vs As-Planned schedules was applied to quantify delays, identify and categorise primary and secondary causes, and measure their time impact and critical contributions. Supporting tools such as Root Cause Analysis, Gantt Charts, Risk Assessment and Mitigation Strategies were employed. The findings highlight client-related delays as the major contributors, followed by insufficiencies in internal processes, procurement and supply chain management. This dissertation offers valuable insights into proactive delay management and proposes actionable strategies tailored to the unique characteristics of MEP and energy projects executed within an operational shopping mall facility in Sharjah, where numerous external and internal factors critically influence project performance. The study also outlines future recommendations and research limitations to enhance adaptability to evolving project and market requirements in the UAE.
Keywords: project management, engineering project delay, delay analysis, mitigation strategies, root cause analysis, risk management, MEP projects, energy projects, energy retrofit projects, UA
فقدان الحق في الطعن بأحكام التحكيم
No full textThis dissertation addresses the loss of the right to challenge arbitral awards, particularly on Article 4 of the UNCITRAL Model Law on International Commercial Arbitration, which embodies the principal of waiver to object, stating that a party that proceeds with arbitration without timely objecting to a known procedural irregularity under a non-mandatory provision or a violation of the arbitration agreement is deemed to have waived its right to object. Although this regulation improves procedural efficiency and finality, its interpretation and application have been inconsistent between jurisdictions. This study conducts a doctrinal and comparative analysis of Article 4 , examining its legal foundation, practical function, and interaction with other key provisions of the Model Law, namely Articles 16 and 34, which address jurisdictional objections and applications to set aside arbitral awards. The dissertation evaluates how the waiver rule has been viewed and applied in jurisdictions that have adopted the Model Law by thoroughly reviewing travaux préparatoires, national legislation, and relevant case law. It also examines the limitations of waiver, which is its application to mandatory vs non-mandatory rules and the extent to which waiver can be achieved through agreement between the parties. The comparisons conducted by this study reveal both harmonised interpretations and discrepancies that challenge the claimed consistency of the Model Law. This dissertation concludes by identifying deficiencies in the current structure of Article 4 and suggesting amendments to enhance its clarity, consistency, and procedural fairness in international arbitration
The Impact of Differentiated Learning Strategies on Student Engagement and Achievement
No full textThis dissertation looks at how different teaching strategies affect middle school students' academic performance and involvement. Differentiating instruction and evaluation to every student's particular need helps to create a friendly and dynamic environment. This study fills a gap by providing empirical evidence of its effectiveness during middle school, a crucial developmental period. A teacher survey, department head and coordinator interviews, and classroom observations were among the mixed-methods data collecting tools used. While the qualitative observations recorded real-time practices, the quantitative data exposed trends.
Studies show that, when done correctly, differentiation increases student performance and involvement. Important practices are flexible groupings, tiered assignments, and a range of assessments. Success depends critically on cooperation, the availability of resources, and teacher development, while two challenges are the time constraints and inconsistent training
What is the impact of implementing problem-based learning (PBL) in school curricula on the development of critical thinking abilities in elementary students?
No full textThis study examines the effect of implementing Problem-Based Learning (PBL) in elementary school curricula on the development of critical thinking skills among students. As education systems shift toward future-ready learning, critical thinking has become essential for equipping students with the skills needed to navigate complex, real-world challenges. Grounded in constructivist theory and Bloom’s Taxonomy, this research adopts a mixed-methods approach to provide both quantitative and qualitative insights. Data were collected through pre- and post-assessments, classroom observations, interviews, and document analysis. The findings demonstrate that PBL significantly enhances students’ analytical reasoning, collaborative problem-solving, and metacognitive skills. Students engaged in PBL exhibited improved abilities to question assumptions, analyze evidence, and apply knowledge across contexts. Teachers also reported increased student engagement and a deeper understanding during PBL sessions. However, successful implementation of PBL requires teacher readiness, ongoing professional development, and curriculum alignment with national standards. This study contributes to the broader discourse on educational reform in the UAE, aligning with the UAE Vision 2031, E33, and KHDA directives to integrate higher-order thinking skills into the classroom. The research provides practical recommendations for policymakers, school leaders, and educators seeking to implement student-centered methodologies that promote critical thinking and lifelong learning. Ultimately, the study supports the transformative potential of PBL in building a more innovative, reflective, and adaptable generation of learners
The Impact of Staff Engagement Towards the Institutional Quality Assurance Processes of Higher Education Institutions in the UAE
No full textQuality 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
Students Plugged: The Psychological Impact of Smart Devices Screen Time Exposure on Cognitive Concentration Skills in Primary School Students in Abu Dhabi
No full textThis study examined the relationship between the time primary school students spend on screens and their cognitive concentration. It gathered quantitative and qualitative data using a mixed-methods approach to provide a comprehensive view of the effects of excessive screen exposure. The cognitive concentration of students was assessed through a modified version of the CAB_AT test administered via Google Forms, which collected the quantitative data. Additionally, parents recorded screen time data over three weeks in daily logs detailing the types of content (educational and entertainment), categorised into seven types: games, social media, phone usage, watching TV or movies, and playing on LCD screens. Increased engagement with entertainment and gaming content was linked to lower cognitive scores; in other words, screen time correlated with diminished cognitive concentration. However, high screen exposure was identified as a factor influencing health, correlating with reduced cognitive concentration, while physical activity proved to be a mitigating factor. These findings were further supported by qualitative data from parental interviews, where parents expressed concerns that excessive screen time may negatively affect their children’s attention spans and behavioural outcomes. While educational content may appear beneficial for cognitive outcomes, it seems unsuitable for cognitive development—there’s a detrimental impact due to insufficient use of screens for entertainment and gaming. The findings hold significance for parents, educators, and policymakers, emphasising the importance of considering screen time for children and promoting healthy cognitive development.
Keywords: screen time, cognitive skills, physical activity, selective attention, divided attention, social interaction, mental health, cognitive load theor
The Effectiveness of the Universities Entrepreneurship Ecosystem in Shaping the Students’ Entrepreneurial Career Choices: Evidence from UAE Context
No full textThis study investigates the factors that influence the establishment and functioning of the university entrepreneurship ecosystem (UEE) and its impact on the student entrepreneurial career choice. This research utilises the case-study methodology to conduct an evidence-based analysis of the current theoretical framework. It aims to validate the role of its elements through empirical experience, which is gathered from semi-structured interviews with 7 respondents from three private universities in Dubai. The results shows that the business incubators programs have a greater favourable influence on student entrepreneurship compared to official courses and various tiers of networks can facilitate the flow and interchange of resources. In addition, the findings reveal that culture has a crucial role in shaping and fostering individual entrepreneurial behaviour and their clustering in the UEE. Furthermore, the UEE's creation and progress are significantly influenced by strong entrepreneurial vision and enduring commitments, particularly in terms of leadership
Optimizing Urban Performance: Automated Multi-Objective Trade-offs Between Thermal Comfort and Energy Use in Hot Climates: Case study of Dubai City Walk.
No full textThe growing challenge of urban heat stress in arid climates necessitates optimizing outdoor thermal comfort while reducing energy consumption. This study investigates the interplay between the Universal Thermal Climate Index (UTCI) and Energy Use Intensity (EUI) in an urban plot within Dubai City Walk. Using parametric modeling and multi-objective optimization, the research explores how urban morphology, building orientation, shading strategies, and ventilation corridors impact both pedestrian comfort and energy efficiency. The findings demonstrate that strategic urban configurations can reduce UTCI by up to 1.5°C and lower EUI by 26.5%, highlighting the potential of integrated design solutions to mitigate extreme heat. Seasonal analyses confirm the year-round effectiveness of optimized urban forms in improving outdoor usability while minimizing cooling loads. By bridging the gap between outdoor thermal performance and energy demand, this study offers practical insights for urban planners and policymakers to develop climate-responsive and energy-efficient urban environments. The results align with sustainability objectives, underscoring the need for adaptive design approaches to enhance livability in hot regions.
Keywords: outdoor thermal comfort, energy use intensity (EUI), universal thermal climate index (UTCI), urban morphology, passive cooling, hot climates, sustainable urban design
Women Leading in Higher Education: An Empirical Study of Challenges, Strategies, and Recommendations
No full textWomen have been breaking barriers and making tremendous strides in leadership in higher education. In recent years, there has been a lot of emphasis on women's leadership in this field, and its impact and implications. This study explores women's leadership challenges in higher education in the UAE and what strategies they employ to address them. Using a mixed-methods approach, the study aggregates qualitative results from five semi-structured interviews with women in leadership roles with quantitative results from a survey of 52 female higher education professionals. The findings reveal that work–life conflict, gender stereotypes, and organisational obstacles present a strong challenge to women's leadership. Counter to these barriers, various successful strategies like mentorship, professional development, networking, and resilience competencies were mentioned by the participants. Notably, the study identifies a key role for emotional intelligence, strategic planning, and organisational policy changes in fostering a leadership culture that is inclusive. The study underlines how effective policies such as family-friendly workplace regulations, mentoring programmes, and clear promotion standards help to create fairer leadership prospects. Higher education institutions, policymakers, and women seeking leadership roles are advised to undertake systemic reforms to promote women in leadership. Lastly, the study encourages women's empowerment in educational leadership, with practical recommendations to institutions in terms of how to develop a more diversified and inclusive leadership
Challenges and Opportunities in Utilising MAP Assessment Data for Personalised Curriculum Design
No full textIn today’s education, the demand for personalised, data-driven curricula has grown as educators strive to meet diverse student needs and promote cognitive development. This study investigates how MAP Growth assessment data are utilised by teachers and school leaders to design a personalised, data-driven curriculum in an American primary school in Fujairah, UAE. Using an embedded case study approach with a mixed-methods design, the research combines perspectives from school-based educators and leaders with insights from a nationwide sample of teachers and leaders across the UAE. The data were collected from questionnaires, semi-structured interviews, and document analysis. The findings emphasise MAP data’s value for differentiating instruction but show that its application in curriculum planning is unofficially implemented and not systematically documented. School leaders and teachers encounter multiple challenges, which include insufficient data literacy skills, time limitations, curriculum misalignment, and doubts about MAP Growth assessment data validity, particularly for English as an Additional Language students. Despite these obstacles, several strategies emerged, including professional development, digital tools, collaborative planning, and instructional leadership that support a culture of data use. The research adds value to leadership and curriculum policy discussions through its demonstration of how reflective practices combined with systemic support structures improve MAP assessment data analysis utilisation in creating a data-driven personalised curriculum. The research delivers practical recommendations to enhance the connection between assessment findings and instructional planning in multilingual primary education settings