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"Education, Higher United Arab Emirates"
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Direct and indirect effects of servant and ethical leadership styles on employee creativity: mediating role of organizational citizenship behavior
PurposeThis research mainly aims to test the impact of two leadership styles (ethical and servant leadership) on employee creativity; and to determine whether organizational citizenship behavior (OCB) mediates the relationships between them.Design/methodology/approachThe paper relied on a quantitative research approach with a sample of 213 staff from public universities in the United Arab Emirates. In this paper, the partial least square approach (PLS-SEM) was employed in order to verify the proposed hypotheses.FindingsThe outcomes confirmed that OCB has a positive impact on employee creativity. Additionally, the findings indicated that ethical leadership positively affected OCB and employee creativity. It was also confirmed that servant leadership has a significant positive impact on OCB and employee creativity. Finally, the findings revealed that OCB fully mediates the linkages among servant and ethical leadership and employee creativity.Originality/valueThis paper acknowledges the existing gaps in the prior literature, and enables us to understand clearly about the significance of ethical as well as servant leadership in affecting employee creativity via OCB as a mediator.
Journal Article
Higher education and scientific research in the Arabian Gulf states : opportunities, aspirations and challenges
\"This book takes a closer look at the relation between current issues and trends in higher education and scientific research in the Arab World and in the Gulf Cooperation Council (GCC) states of Qatar and United Arab Emirates (UAE). This thoroughly researched text traces the development of higher education in the GCC area as it continues to be positioned in an intersection of international and local factors. The text further articulates the pivotal political and cultural influences that act as real and perceived barriers towards the advancement of key fields. The chapters analyse the current policy trends, structures, and coping alternatives in addressing higher education challenges, whilst also providing comparative first-hand texts with the other Arab states in the region. By drawing focus on the GCC area, the text identifies the crucial factors that hamper learning and research performance. The book serves as an invaluable discussion on the implications for policy makers and HEIs in relation to the eponymous regions and other Arab states in the GCC area\"-- Provided by publisher.
Book
The recontextualisation and cultural compatibility of student-centred education: the case of the United Arab Emirates
This article examines the purposeful introduction of the pedagogy of student-centred education (SCE) in one educational institution in the United Arab Emirates (UAE) to consider its cultural compatibility. The study was undertaken in the largest higher education (HE) institution in the country where a key element of the institution’s two strategic plans over a nine-year period was to blend traditional and innovative teaching methods, including student centred approaches, into programmes of study. Interpretative phenomenological analysis is used to analyse the perspectives of seven non-citizen, Western teachers, as they recontextualise their practice. Drawing on Heidegger, the study explores the philosophical nature and significance of place as a way of thinking about the world. Findings revealed aspects of the teachers’ student-centred practice are challenging; the universal value of SCE is understood in relative rather than absolute terms with an overall need to diversify universal imaginings of pedagogy. Centralised curricula, high stakes final assessments and individualised performance management models ultimately determined learning experiences, leaving little room for any sustained inquiry into the recontextualisation of SCE. The study concludes that pedagogy is inescapably situated: practiced in terms of place orientated thinking. Transformation necessitates an epistemic institution where change is a public endeavour and teachers are positioned inside participatory processes with possibilities to renegotiate, rearticulate and resignify pedagogy.
Journal Article
Investigating organizational resilience in a medicine and health sciences university in United Arab Emirates
COVID-19 pandemic emerged in late 2019, leading to global disruption and forcing people to adapt to a new reality. The intensity of the pandemic affected many organisations' preparedness, response, and recovery efforts, causing numerous businesses to struggle. Although no single theory fully explains why some businesses thrived during this time, the concept of organisational resilience stands out. Organisations with a resilient culture seemed better equipped to address risks, adapt effectively, and seize opportunities for innovation. Therefore, the purpose of the current study is to critically examine the response to COVID-19 of a medicine and health sciences university in Dubai, United Arab Emirates.
The study relied on a convergent mixed methods approach to research. A tailor-made questionnaire was used to collect quantitative data using two 5-point Likert-type scales: 'Opinions about Organizational Response' and 'Conducive Organizational Response Behaviours' (where 110 current employees who were tenured during COVID-19 were selected, using purposive, non-probability sampling, and in turn invited to participate). Semi-structured interviews were conducted to collect qualitative data [where seven respondents who had completed the questionnaire and agreed to participate in follow-up interviews were selected (i.e., convenience, nonprobability sampling) and in turn invited to participate]. The quantitative data were descriptively and inferentially analysed. Qualitative data was analysed using an inductive six-step thematic approach. The quantitative findings were mapped onto the output of qualitative analysis using the iterative joint display analysis process.
A total of 70 employees completed the questionnaire (63.64%), and six out of seven invitees participated in the semi-structured interviews. The percentage of the total extent of agreement of 'Opinions about Organizational Response' score was 90.94%. As for the percentage of the total frequency of observation of 'Conducive Organizational Response Behaviours' score, it was 95.08%. The qualitative analysis generated a conceptual model, namely: 'Enablers of Organizational Resilience', with five interlinked themes namely: Preparedness and planning for uncertainty, Adaptation and agility, Team cohesion, Social responsibility, and Learning organisation. Four meta-inferences emerged from integrating the data findings: Response characteristics, Behaviour specificities, Consistency of opinions, and the Fundamental role of organizational culture.
The findings reveal that organizations, in the intersect between higher education and public health, should continue on innovatively investing in agile leadership, strategic partnerships, and a robust continuous learning and development culture to better navigate future disruptions.
Journal Article
Transnational education zones: Towards an urban political economy of ‘education cities’
Prevalent notions of 'education cities' and 'education hubs' are vaguely defined, operate at blurry scales and tend to reproduce promotional language. The article contributes to theorising the geographies and spaces of globalising higher education by developing the concept of transnational education zones. Through an urban political economy lens, we review the relations between universities and cities, consider universities' role in the political economy and understand universities as transnational urban actors. We exhaustively map the phenomenon of transnational education zones and empirically analyse cases from four cities (Doha, Dubai, Iskandar and Flic en Flac) with respect to their embeddedness in state-led projects for the 'knowledge economy', their vision for transnational subject formation and their character as urban zones of exception. The conclusion develops a research agenda for further critical geographic inquiries into the (re)making of cities through the development of transnational spaces of higher education that explores the relations between globalising higher education and material and discursive transformations at the urban scale.
Journal Article
Universities, Entrepreneurial Ecosystem, and Family Business Performance: Evidence from the United Arab Emirates
Recently, the topic about ecosystems and universities has raised interest among scholars, practitioners, and policymakers. This paper explores the impact of the entrepreneurial ecosystem on family business performance in the United Arab Emirates (UAE) and the moderating effect of universities in these relationships. To find out these relationships, a questionnaire was distributed to 350 family businesses that operate in the UAE, yielding a sample of 321 replies (responding rate of 91.7%). Structural equation modeling with partial least squares analysis (PLS-SEM) was used to evaluate the measurement and the structural model. Findings show that all entrepreneurial ecosystem pillars have a positive impact on the family business performance, while universities do not moderate the relationship between ecosystem and performance. A conceptual model, implications, limitations, and future research avenues are provided as well.
Journal Article