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Artykuły w czasopismach na temat "Tertiary institutions (United Arab Emirates)"
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Fenech, Roberta, Priya Baguant i Ihab Abdelwahed. "Work Readiness across Various Specializations". Academic Journal of Interdisciplinary Studies 9, nr 4 (10.07.2020): 86. http://dx.doi.org/10.36941/ajis-2020-0064.
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The employability of locals in the United Arab Emirates is a national priority and an integral part of Emiratisation, which is an affirmative action policy of the United Arab Emirates Government that promotes preferential hiring status to Emiratis. The latter safeguards national identity, economic sustainability, and political stability (Modarress, Ansari and Lockwood, 2013). The purpose of this research is to study the work readiness of Emirati graduating students across various specializations. The theoretical framework for this study is the four-factor model by Caballero, Walker and Fuller-Tyszkiewicz (2011). The four factors are personal work characteristics, organizational acumen, work competence and social intelligence. The research conducted so far on work readiness of graduates has been limited to particular disciplines (Walker, Storey, Costa, Leung, 2015; Dermott, 2007; Jollands, Jolly and Molyneaux, 2012; Haigh, Ell and Mackisack, 2013; Dermott and Ortiz, 2017). This study contributes to the existing body of knowledge as it does not focus on a single specialization and takes a broad exploratory look at work readiness across five specializations, namely business, information technology, health sciences, applied communication and engineering. 302 graduating Emirati students chosen randomly from various disciplines in different institutions participated in this quantitative research study by filling in a 60-item work readiness questionnaire. The main findings of this study is that specializations in tertiary education vary not only in terms of curriculum, technical knowledge, skills and abilities taught, but also in the preparation for employment which influences the perceptions of graduating students of their work readiness; graduating students in a health specialization perceiving to be the most work ready and graduating students in a business specialization perceiving to be the least work ready.
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Hiasat, Lana. "Empowering General Studies and English Language Education 4.0". International Journal of Smart Education and Urban Society 12, nr 1 (styczeń 2021): 45–60. http://dx.doi.org/10.4018/ijseus.2021010104.
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Education 4.0 has been a buzz word in the past few years in tertiary education. Educators have continuously asked how to transform higher education to meet the changes resulting from the 4th Industrial Revolution (4IR). The General Studies and English language program have gone through several instrumental changes to meet the demands of Educational Revolution 4.0 in the United Arab Emirates. These changes directly impacted the pedagogies of teaching and learning environments. The primary focus of this paper is on how the General Studies and English language program in a tertiary educational institution in the United Arab Emirates has transformed the educational key elements of teaching and learning to meet the changes that came with the 4th Industrial Revolution. The changes implemented are in the areas of digitalized learning and with the goal of preparing students for uncertain futures. An overview of the present challenges is discussed in addition to a discussion of recommendations.
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AbdulAzeez, Shemeena, Ghada Khalil Al Tajir i Hana Sulieman. "Assessment of the current practice of antibiotic skin testing in a tertiary Hospital in United Arab Emirates". Journal of Infection in Developing Countries 5, nr 11 (15.09.2011): 759–64. http://dx.doi.org/10.3855/jidc.1714.
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Introduction: Skin testing can be a useful diagnostic tool to identify patients who are allergic to penicillin. Procedures for skin testing in the United Arab Emirates have not been standardized. The aim of this study was to examine the current practice of antibiotic skin testing in a tertiary hospital in the United Arab Emirates (UAE). Methodology: This was a prospective cross-sectional study conducted in Al Qassimi Hospital, in which the medical records of all patients who were prescribed antibiotics over an eight-week period were screened to evaluate patients' history, indication for performing the test, results, and documentation of findings. Results: During the study period 357 patients received parenteral antibiotics, of which 238 had one skin test, 21 had two skin tests, and one patient had four skin tests. Skin testing was performed without regard for patient history. Documentation of both positive and negative results was poor. There was no standard technique for skin testing used within the institution, and significant variations were noted between wards. In most cases the techniques used deviated from recommended procedures in the medical literature. Conclusions: Standardized guidelines for antibiotic skin testing should be established and implemented as soon as possible using recommended international guidelines.
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Hunt, Neil D. "Managing Method: A Critical Inquiry into Language Policy in a Tertiary Institution in the United Arab Emirates". RELC Journal 43, nr 3 (grudzień 2012): 295–311. http://dx.doi.org/10.1177/0033688212463295.
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Shehnaz, Syed Ilyas, Anoop Kumar Agarwal i Yasien M. Taher. "Usage Pattern of Antimicrobial Agents in Surgical Patients of a Tertiary Care Teaching Hospital in Ajman, United Arab Emirates". International Journal of Research in Pharmaceutical Sciences 11, SPL2 (16.04.2020): 54–63. http://dx.doi.org/10.26452/ijrps.v11ispl2.2100.
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The extensive use of AMAs has paved the pathway for antibiotic resistance among commonly encountered microorganisms. Additionally, rational use of antimicrobial agents (AMAs) is extremely vital for positive patient outcomes. Hence, we aimed to analyse the pattern of use of AMAsin patients who had undergone surgery at Thumbay Hospital, Ajman, United Arab Emirates and to study the incidence of adverse drug reactions in the same group of patients. The data were collected over a one-year period after Institutional Ethics Committee approval. Case record analysis of AMAsprescribed to surgical patients was done with the help of a questionnaire.Most surgeries were related to ano-rectal (24%),obstetrics (23.5%)and ENT (14%) problems.AMAs were prescribed to86.5% of the patients as surgical antimicrobial prophylaxis (SAP), with the majority being prescribed only one AMA (45.8%). Metronidazole (40.9%), Ceftriaxone (21.2%) and Cefuroxime (10.8%) were the leading AMAs for SAP. Almost all the patients (91.5%) were prescribed AMAs at discharge and Cefuroxime (23.2%), Metronidazole (20.7%) and Amoxicillin-Clavulanic acid combination (17.7%) were the principal AMAs recommended. The average duration of prescription of AMAs at discharge was 6.4 days. Mild adverse drug reactions were encountered, which did not pose any serious health risk to the patients. Proactive interventions focusing on the surgical team like formal educational sessions on antimicrobial stewardship, consistent auditing and regular updates about current SAP guidelines are the need of the hour
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Al-Naqbi, Ali Khalfan, i Qasim Alshannag. "The status of education for sustainable development and sustainability knowledge, attitudes, and behaviors of UAE University students". International Journal of Sustainability in Higher Education 19, nr 3 (5.03.2018): 566–88. http://dx.doi.org/10.1108/ijshe-06-2017-0091.
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Purpose This study aims to investigate United Arab Emirates University (UAEU) students’ knowledge, attitudes and behaviors toward education for sustainable development (ESD) and the environment. Several independent variables (i.e. students’ gender, nationality, college, academic level and grade point average [GPA]) were also considered. Design/methodology/approach This study was descriptive in nature, and the data were obtained using a cross-sectional survey. A total of 823 participants responded to an e-education for sustainable development survey. Several data analysis procedures were used, including descriptive analyses, analyses of variance and t-tests. Findings The study revealed that the UAEU students showed a high level of understanding, very strong positive attitudes and moderate positive behavior toward ESD and the environment. Findings associated with students’ gender, nationality, college, academic level and GPA were also reported and discussed. Research limitations/implications First, the participating students came from one public university. Although this university is a major university in the nation, further studies should include samples from other public and private institutions. Second, this study did not examine the correlation among the three main components: knowledge, attitude and behavior. Thus, similar to other previous studies, the correlations among these three components should be investigated. Third, this study used previous research findings in the areas of ESD, SD and environmental education (EE) because they all relate to each other and ESD is currently the active trend in the field. Originality value No previous ESD studies have been conducted in the United Arab Emirates (UAE), although the country is working hard to support ESD and SD. Therefore, this study explored the current education levels with regard to SD and sustainability knowledge, attitudes and behavior of tertiary students in the UAE. In addition, previous studies have clearly recommended investigating the status of EE and ESD in younger generations, especially those with higher education levels, because they are the agents of change, and they will be affected by the environmental problems that are being created by present human activities.
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Abu Haleeqa, Mohamed, Fatima Alkaabi, Raneem Janodi i Emadullah Raidullah. "First Review of Multiple Myeloma Patients in Sheikh Khalifa Medical City, Abu Dhabi, United Arab Emirates". Blood 134, Supplement_1 (13.11.2019): 5587. http://dx.doi.org/10.1182/blood-2019-128769.
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First Review of Multiple Myeloma patients in Sheikh Khalifa Medical City, Abu Dhabi, United Arab Emirates. Introduction Multiple Myeloma (MM) accounts for approximately 1 to 2 percent of all cancers and slightly more than 17 percent of hematologic malignancies in the United States (1). The annual incidence in the United States is approximately 4 to 5 per 100,000(2). A similar incidence has been reported in Canada, the South Thames area of the United Kingdom, and in Europe in general. Worldwide, there are approximately 160,000 cases and 106,000 deaths per year attributed to MM (3).MM occurs in all races and all geographic locations. The incidence varies by ethnicity; the incidence in African Americans and Blacks from Africa is two to three times that in Whites (4). Here we report the first study in Abu Dhabi, United Arab Emirates done on MM patients in our institution Sheikh Khalifa Medical City. Methods We did retrospective analysis of patients diagnosed with multiple myeloma from year 2016-2018 in our tertiary care institution Sheikh Khalifa Medical City in Abu Dhabi, United Arab Emirates. Total number of patients admitted with ICD 10 diagnoses containing multiple myeloma from 2016 to 2018 were 1582. Out of these we included 62 patients with confirmed multiple myeloma and excluded others. Results Total number of patients were 62 (40 males, 22 females). Median age was 43 years (range 30 to 90 years). Multiple myeloma International staging score (ISS) for our patients was stage 1 (n=3), stage 2(n=17) and stage 3(n=42). Eastern Cooperative Oncology Group Performance Score (ECOG) in MM patients was grade 0(n=3), grade 1(n=33), grade 2(n=11), grade 3(n=12) and grade 4(n=3). LDH was high in 61 patients and normal in 1 patient. 30 patients of 62 were Bone Marrow Transplant (BMT) eligible. 25 of 30 eligible transplant patients had Autologous stem cell transplant (ASCT). 41 patients till date are, 18 have died and status of 3 is unknown. 22 of 25 transplanted patients are alive till current date, 2 have died and status of 1 is unknown. Cytogenetics stratification was not possible due to lack of access to Fluorescence in situ hybridization (FISH). Discussion The male to female ratio for MM patients was approximately 2:1. In our population we noticed that majority of the patients (n=42) presented as ISS stage 3 which indicates poor prognosis. The ECOG performance score of stage 1 was for 33 which is approximately 50% for total MM patients. This indicates that most of our MM patients were in good functional status at time of diagnosis. LDH was high in 61 patients. We do not have hemopoietic stem cell transplant service in UAE hence this put pressure on patients and their physicians to push for it. BMT eligible patients were 30. 25 out of 30 patients had ASCT and 5 couldn't do it due to financial and other reasons. Of the ASCT patients (n=25), 22 are alive till date, 2 have passed away and status of 1 is unknown. The success of ASCT is almost 90% in our MM patients. We could not calculate the progression free survival of our patients as the follow up period was short. Out of our 41 alive patients till date, 22 are the ones who had ASCT. In the next phase of our study we plan to calculate 5 year progression free survival for our MM patients. Conclusion With the resources available tough cytogenetics and FISH not available easily and no HSCT service, we concluded that the MM patients in our population have higher ISS scores which indicates poor prognosis. However we believe for if we manage to do ASCT for our MM patients we would have excellent survival outcomes. This puts more incentive to open HSCT service and especially ASCT. Table Disclosures No relevant conflicts of interest to declare.
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James, Aleya. "Implementing a ‘pedagogy of interruption’: worth the risk". Learning and Teaching in Higher Education: Gulf Perspectives 11, nr 2 (1.12.2014): 115–41. http://dx.doi.org/10.18538/lthe.v11.n2.205.
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This paper explores the work of the educational theorist Gert Biesta in a setting outside of the context where it was originally developed. It aims to address how Biesta’s approach can help educators and policy makers question the philosophical underpinnings of education in the UAE and thereby start a conversation that is currently absent in this context. The paper comprises three elements: first, an overview of Biesta’s educational theory is given with a focus on ‘subjectification’ and his self-titled “pedagogy of interruption”. Secondly and in brief, I use Biesta’s framework of educational dimensions to analyse the philosophy underlying education in the United Arab Emirates using published government documents and media sources. Thirdly, I report a small-scale qualitative analysis of a specific educational space, three General Studies Courses in a UAE tertiary institution, to investigate the ‘risky’ possibilities involved in implementing a pedagogy of interruption. I find that despite a dominant policy discourse that discounts subjectification, there are significant opportunities for students to develop a strong sense of self. These opportunities are created by a small but strongly motivated group of teachers and taken up, on the whole enthusiastically, by students. However, my assertions are limited by a number of challenges which warrant further research. This paper hopes to provide a meaningful contribution to the limited discussion regarding the aims and expectations of education in the Middle East, and finds a pertinent philosophical grounding for liberal studies teaching in a tertiary context. As such the paper will be of value both to policy and decision makers in the Middle East and to teachers and trainers who teach in multi-cultural and international contexts.
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Shah, Kavita A. "Game-Based Accounting Learning". International Journal of Information Systems in the Service Sector 9, nr 4 (październik 2017): 21–29. http://dx.doi.org/10.4018/ijisss.2017100102.
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Accounting students should enrich themselves with the technical knowledge, critical thinking, and problem-solving skills to be successful in today's competitive environment. To reach these objectives, they should be highly engaged and motivated in the learning process. It has been argued that games can play a useful role in making the study of accounting more interesting, hence increasing motivation. The research presented in this paper explores the impact of learning in an introductory accounting course attributable to the use of games supplementary to the traditional teaching methods. The perceptions of 18 students and six faculties at a tertiary institution in the United Arab Emirates relating to the integration of games in an introductory accounting course were uncovered through semi structured interviews. Prior to the students being interviewed, they had been given the opportunity to play three different types of games in a controlled classroom. The exploratory research found that faculty and students believe that games can motivate students and maintain their enthusiasm and interest in learning in an introductory accounting course. However, faculty are generally not in a favour of introducing accounting concepts in introductory accounting course to students through games. They do agree that games should be used for practicing homework and as fillers in an introductory accounting course. The study accentuates that games are one of the motivational factors to maintain student's interest in the course consistently. This exploratory research will give an idea of innovative learning in the accounting class. It will assist accounting faculty to understand the fact that the use of games can make complex and quantitative subjects like accounting easy to understand and fun without sacrificing the quality of students' foundation learning in the subject.
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Rizk, Ali. "Future of public relations in United Arab Emirates institutions". Public Relations Review 31, nr 3 (wrzesień 2005): 389–98. http://dx.doi.org/10.1016/j.pubrev.2005.05.012.
Pełny tekst źródłaRozprawy doktorskie na temat "Tertiary institutions (United Arab Emirates)"
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Young, Bradley J., i n/a. "Evaluating the Integration of Learning Technology at Zayed University: A Case Study of a Laptop University in the United Arab Emirates". Griffith University. School of Education and Professional Studies, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20060804.162650.
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In the West there has been a substantial quantity of scholarly work about the integration of learning technologies at tertiary institutions and these works have at times been assigned a noteworthy role in governmental policy development. Although generalised statements have been made on the need for the effective integration of learning technology at national institutions of higher education situated in the Middle East, the issues surrounding the practical adoption of such technology are often more varied and complex than is usually supposed. Indeed, no substantive discussion of the subject has yet been undertaken for an institution situated within the United Arab Emirates (UAE). Yet, there is a clear need for such an analysis which has the potential to influence government policy in the UAE, thereby improving teaching and learning at a time of dramatic political change. The purpose of this study is to evaluate, through detailed investigation, the factors associated with the integration of learning technologies as they relate to the teaching and learning environment of Zayed University (the University). It examines the background of the University and the role technology plays within its curriculum, placing it within the unique political, social, and religious contexts of the UAE. In particular, what are the critical issues involved in the effective integration of technology into such a culturally distinctive higher education environment? An answer to this question involves exploring: (i) the role of technology as expressed in the University's visions and goals; (ii) the outcomes-based curriculum model and the role technology plays in supporting it through an electronic portfolio (ePortfolio) model; and (iii) the level of technology integration within the professional practice of Faculty. Instrumental to the findings of this research is the researcher's design and implementation strategy for a technology integration portfolio (TIP) model. In sum, this thesis presents information, implications and recommendations obtained from an evaluation of the current practices relating to the integration of learning technology into the University curriculum. It is from this information that a clear picture emerges of the present role of technology, at the same time providing possible directions for the next stage of the University's evolution. Indeed, this work responds in a practical way to the possibilities and problems involved in the formulation, implementation and efficient working of further learning technology initiatives at the University. Moreover, the findings of this thesis could also be transferred to other higher educational settings in the UAE that share similar curriculum models and goals for technology integration.
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Young, Bradley J. "Evaluating the Integration of Learning Technology at Zayed University: A Case Study of a Laptop University in the United Arab Emirates". Thesis, Griffith University, 2005. http://hdl.handle.net/10072/367558.
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In the West there has been a substantial quantity of scholarly work about the integration of learning technologies at tertiary institutions and these works have at times been assigned a noteworthy role in governmental policy development. Although generalised statements have been made on the need for the effective integration of learning technology at national institutions of higher education situated in the Middle East, the issues surrounding the practical adoption of such technology are often more varied and complex than is usually supposed. Indeed, no substantive discussion of the subject has yet been undertaken for an institution situated within the United Arab Emirates (UAE). Yet, there is a clear need for such an analysis which has the potential to influence government policy in the UAE, thereby improving teaching and learning at a time of dramatic political change. The purpose of this study is to evaluate, through detailed investigation, the factors associated with the integration of learning technologies as they relate to the teaching and learning environment of Zayed University (the University). It examines the background of the University and the role technology plays within its curriculum, placing it within the unique political, social, and religious contexts of the UAE. In particular, what are the critical issues involved in the effective integration of technology into such a culturally distinctive higher education environment? An answer to this question involves exploring: (i) the role of technology as expressed in the University's visions and goals; (ii) the outcomes-based curriculum model and the role technology plays in supporting it through an electronic portfolio (ePortfolio) model; and (iii) the level of technology integration within the professional practice of Faculty. Instrumental to the findings of this research is the researcher's design and implementation strategy for a technology integration portfolio (TIP) model. In sum, this thesis presents information, implications and recommendations obtained from an evaluation of the current practices relating to the integration of learning technology into the University curriculum. It is from this information that a clear picture emerges of the present role of technology, at the same time providing possible directions for the next stage of the University's evolution. Indeed, this work responds in a practical way to the possibilities and problems involved in the formulation, implementation and efficient working of further learning technology initiatives at the University. Moreover, the findings of this thesis could also be transferred to other higher educational settings in the UAE that share similar curriculum models and goals for technology integration.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
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Baalawi, Zahra Saeed Sulaiman. "Investigating the provision of academic development initiatives : a case study of a tertiary institution in the United Arab Emirates". Thesis, University of Leicester, 2008. http://hdl.handle.net/2381/4534.
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This study is an attempt to investigate the provision of academic development in a case institution in the United Arab Emirates (UAE). The study was set in the context of a newly emerging higher education (HE) sector of the UAE. The study explored the nature and extent of academic staff development provisions for tertiary teachers through a case study of one higher education institution in the UAE. It drew on the experience and opinions of new academics, experienced academics, heads of departments and academic managers on the issue of professionalisation of teaching. The focus of the study was on identifying the provisions, policies and practices of academic development and hence ‘professionalisation’ of teaching in HE in the UAE. The ‘professionalisation’ of teaching in HE has received increased attention in the past decade mainly due to the changing context of higher education worldwide. This has been reflected by the numerous courses offered by HE institutions, both as initial training for new academics and as CPD(continuous professional development) for experienced teachers. The study revealed that the traditional method of academic staff development in developing teaching and administrative skills through work experience is still in practice in the UAE tertiary institutions. Although teaching was the main priority in the case institution, it lacked a unit for educational development and there was no systematic training for new teachers. The continuous professional development (CPD) workshops focused primarily on the use of technology in teaching and English as a foreign language, yet the majority of the content teachers had no previous training in pedagogy generally. Due to a reliance of a ‘ready-made’ expatriate workforce in the UAE, an accredited systematic course of study to prepare new academics or further develop experienced academics for their teaching roles is almost non-existent. The study suggests that there is a need to strategically position the HE sector in general in the UAE in order to begin any formal ‘professionalisation’ of the teaching role. It suggests that faculty/academic development needs to be supported by specialized structures and resources. Finally, the study recommends that HEIs in the UAE must create a more integrated coherent regulatory body for higher education which would then allow the formulation of an ‘Academy’ whose aim is improving the students’ experience in higher education.
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Thorne, Aidan John Cranage. "An investigation into the challenges facing educational leaders/managers from western developed contexts working for the first time in tertiary institutions in the United Arab Emirates, and their coping strategies". Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/24547.
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In this era of global mobility, it is increasingly common for individuals to travel beyond their home contexts to live and work. However, adjusting to life and work in an unfamiliar cultural setting can pose challenges due to the differing cultural values, norms and expectations which one might encounter. This thesis focuses on the UAE where, because of the relatively small numbers of UAE nationals, the demographic profile is characterized by the numerical dominance of foreign nationals at almost every occupational level. However, the shaping forces of the indigenous culture remain at the forefront of virtually every aspect of life in that country exerting a strong influence on working practices and expectations. This thesis investigates the experiences of a small group of expatriates recruited to leadership positions in the UAE tertiary sector, specifically it focuses on what challenges they experience in their work in that context and what coping strategies they may employ to help them navigate their new environment. This research was carried out in two tertiary institutions and data were gathered through interviews with seven expatriates new to the context; the views of two Emirati colleagues also contributed to this study. The findings of the study reveal that while tertiary educational institutions in the UAE appear to share structural similarities with western counterparts, local interpretations of organizational roles, structures and processes combine to create organizational cultures unique to that context. The resulting mismatch of expectations between western recruits and their Emirati hosts can sometimes be a source of tensions and misunderstandings. The study additionally found that participants who were able to draw upon attitudes and behaviours associated with the ongoing development of intercultural competence were better equipped to cope with the challenges they encountered in ways which were more beneficial to them in terms of their individual well-being and peace of mind, as well as to their employing institutions. The findings of this study have implications for the way UAE human resources departments organize and conduct not only the recruitment of senior expatriate staff, but also the ongoing orientation and professional support that is offered to them.
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Al-Zarouni, Ahmed Abdullah. "Strategic budget planning for higher education institutions in the United Arab Emirates". Thesis, University of South Wales, 2003. https://pure.southwales.ac.uk/en/studentthesis/strategic-budget-planning-for-higher-education-institutions-in-the-united-arab-emirates(4911f39d-3905-460a-8ba3-487e19c2b195).html.
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This thesis represents the first empirical investigation of the impact of strategic planning on budgetary and resources allocation processes within higher educational institutions (HEI) in the United Arab Emirates (UAE). It has been shown in the accounting literature that, there is a need for studies to assess the links between university strategies and the budgeting and budgetary control processes of those institutions. Such studies of the strategy-budget connection have been called for by a number of accounting scholars in order to learn more about how HEI can better manage and meet their learning and teaching objectives. In addition achieving these plans and programmes has become more complex in what worldwide is an increasingly resource constrained environment. This thesis develops these issues by adding to the literature in a country not previously studied in this context. The study has constructed a theoretical model, which develops certain significant connections between personal and organisational characteristics, university strategies, the budgeting and control processes, and finally the centralisation of financial and administrative decisions within HEI in the UAE. The research model has several further connections particularly between the strategic planning and budgetary processes. In examining the model the researcher has developed new measures derived from the relevant literature for factors in the strategic planning process, the budgeting and budgetary control process and the centralised nature of management decision making in the institutions being investigated. The reliability and validity of these measures were examined by using several statistical techniques through both pilot and comprehensive field studies. In addition, the study approached five universities and two technical colleges within UAE. The sample included a hundred and fifteen subjects represent senior academic, managerial, and financial staff within UAE institutions. Finally, senior members of Ministries of Finance and the HEI themselves were interviewed in order to objectively assess the impact of these issues on the challenges facing these universities and colleges in meeting their objectives. The present study has found significant linkages between strategic planning and the budgetary and control processes that support the model of this thesis and highlight the actual problems created by any missing link in the strategy-budget connection. This is in addition to discovering other problems associated with the whole planning and budgetary processes within UAE HEI. The thesis found more limited support to the interrelationships between personal and organisational characteristics and, the budgeting and control processes. This is due to the structural and institutional nature of the phenomenon under investigation. Finally this thesis has drawn certain conclusions and recommendations thought necessary to improve the situation discovered.
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Jakka, Ateeq Abdul-Aziz. "Development administration in the United Arab Emirates : a socio-political approach". Thesis, University of Warwick, 1993. http://wrap.warwick.ac.uk/36095/.
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This study is concerned with the United Arab Emirates (U.A.E.) development administration with particular emphasis on the effect of its social and cultural features on its bureaucracy and indigenous civil servants. The thesis analyses the U.A.E.'s political and historical background and its effects on the federal bureaucracy. It stresses that unless we understand the political and historical origins of the country, we will not be able to comprehend its administrative system. The study examines the ecology of the U.A.E.'s public administration. It identifies socio-cultural, educational and demographic variables as the three main ecological forces that play a significant role. The thesis provides a theoretical appraisal of the working of the federal administrative machinery in the U.A.E. It examines the administrative functions of the Federal Council of Ministers and the Federal Civil Service Council and identifies their weaknesses. The study explores the administrative problems facing the federal bureaucracy. Administrative inflation, shortage of indigenous skilled manpower, lack of job classification and the weakness of federal apparatuses in comparison to their local counterparts are the major stumbling blocks in the way of efficient administration in the U.A.E. Through a questionnaire based survey which obtained 312 (81%) responses the thesis empirically confirms the linkage between the indigenous employees' administrative performance and the socio-cultural variables surrounding them. It reveals that most of the irrational attitudes and behaviour of indigenous employees are not solely the result of corruption but rather of the social and cultural pressures which force them to apply particularistic approaches i.e. nepotism, favouritism,etc, in order to satisfy their familial interests over their organizational interests. Accordingly, most indigenous civil servants decline to recognize the administrative obligations of their jobs as being more essential than their familial obligations.
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Nicks-McCaleb, Lynn J. "Towards a pro-active model of professional development for tertiary level teachers in the United Arab Emirates". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/674.
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This body of work identifies the professional development needs of teachers at Abu Dhabi Men's College in the UAE as their role in the classroom and pedagogical trends change in response to the needs of the 21st century global workforce. The aim of the research was to identify what pedagogical changes had impacted the teaching and learning environment at the college and subsequently to identify strategies and professional development models to prepare the teachers for dynamic developments in their teaching and learning environment. A pragmatic, interpretive approach was taken in the study, drawing on qualitative data to explore ways to reflect and address the pedagogical challenges faced by staff at Abu Dhabi Men's College. The study is presented as a three phased case study: a focus group, student results data comparison and a teacher's workshop, formed the basis of this study. Findings from the study reinforced the perception that teachers need to be prepared to continually respond to the needs of the workforce by embracing lifelong learning and imparting the same philosophy to their students. A framework for professional development at Abu Dhabi Men's College was constructed in response to the identified professional development needs of teachers at the College. It was found that working in a collaborative environment improved the professional learning environment and productivity for staff. The active participation of staff in the design of the professional development framework increased the potential for staff commitment to on-going learning.
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Abu, Nasra Juma A. "An investigation into the professional development of teachers at higher education institutions in the United Arab Emirates". Thesis, University of Bristol, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.340441.
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Moore, Patrick Joseph. "International teaching faculty and a monocultural student population : an interpretive analysis of tertiary teachers' and students' perceptions in the United Arab Emirates". Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/22230.
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Emirati students studying at the University of the Emirates, one of three major public institutions of higher learning in the United Arab Emirates (UAE), have a wide demographic of faculty members teaching them an equally wide variety of courses. All of these courses are mandated to be taught in English. These faculty members bring with them their own cultural assumptions, methods, expectations, educational practices and use of language. While previous studies in multiculturalism explore how faculty members engage, know and understand a multicultural student population, one focus of this thesis is to explore how an international faculty affects a monocultural student body (Brown-Glaude, 2009). Speaking specifically to the students who study in a second language, Badger & MacDonald (2007) argue that there is a difference of culture between learners and educators and acknowledgement of that difference is crucial in understanding students’ needs and academic progress. Often what occurs in the classroom is the students bring with them their own cultural assumptions, ideas, tendencies and expectations while the teacher comes in with what may be completely differing sets of each. This idea is noted by Mughan (1998) who states “In order for language learners to apply the language skills fruitfully and effectively, a knowledge of the cultural environment is essential” (p.124). The aim of the research is to shed light on the effects that an international faculty have on a monocultural student body and vice versa. Specifically, it will look at how divergent attitudes and practices, directly attributable to culture, impact the educational practices in the daily operations of the faculty members and the students. Through this research, I seek to better understand the how the dynamic of having an international teaching faculty differs from what one might call a more traditional cultural education setting in which both the faculty members and students are of the same national culture. The research questions address three themes. First explored are the benefits and pitfalls of having an international faculty with a monocultural student population. Included in this are perceptions of the necessity for such an international faculty, what advantages it offers to students as well what real and potential problems it creates. Secondly, the perceived levels and development of intercultural competence in both faculty members and students is looked at. I examined the perceptions of my participants as to the need for this as well as including why and how this skill set is so important within such an international education environment. Additionally explored was how the significance of that skill set might differ from an educational setting which is not so diverse in culture. Lastly, I wished to have a better understanding of the differences of ontology and epistemology at the University of the Emirates between the international teaching faculty members and their students. Considering the wide spectrum of worldviews that may exist from faculty member to faculty member and how these worldviews may differ from Emirati culture, I felt the practices and operations of such diversity warranted further discussion and exploration. Data were collected via structured interviews with faculty participants and focus groups with student participants. Data were then coded using NVIVO and analyzed through the lens of the literature on multiculturalism in education, development and measurement of intercultural competence and the sociological issues in the contemporary UAE. Findings suggest experience and time served in a multicultural environment remain significant factors in the development of one’s intercultural competence and this should be recognized and better utilized. Also questioned by myself and the participants is the readiness of the UAE as a country and a people for such multiculturalism considering the expedited development and diversity of the current demographics. Results suggest that there is a variance in attitudes regarding the need for multiculturalism in the context of the UAE. Contentions are made regarding the perceived necessity and effectiveness of several aspects of multiculturalism in teaching faculty, as well as the effectiveness or lack thereof of the institution’s preparation of newly-arrived teaching faculty and new students for the cultural diversity they will encounter while teaching and learning at the U of E and in Dubai. The honed-skill of intercultural competence serves as an influential factor throughout the research. Findings presented exemplify how and why it serves as a central skill set to have not only as a globalized member of an international teaching faculty but how and why it is a significant skill fresh graduates must develop during their undergraduate careers at the U of E. Further implications are presented regarding the missed opportunity by the institution to prepare both newly-arrived teaching faculty and students alike for the multicultural education they are to encounter. Aspects of such a multicultural approach include the rationale for having it as well as the mandate of English as a medium of instruction. Examples such as these and others are explored from multiple viewpoints. Additionally, the content which orientation programs include need to be revisited and scrutinized by the institution. The growing field of international education and the implications that effectiveness or ineffectiveness of employment of an international teaching faculty serve as exigencies as to why this research is pertinent to modern education systems. All parties involved, being an international teaching faculty, any student who encounters multiculturalism in education and any administration that employs such multiculturalism in education are stakeholders for whom such findings are relevant.
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McLaughlin, James Patrick. "Student learning approach and motivational orientations in the tertiary context of the United Arab Emirates : implications for English for academic purposes course design". Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/14940.
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This thesis investigates the interaction of student learning approaches and course design at a tertiary institution in the United Arab Emirates. The students involved in the study were mostly male students attending an English for academic purposes program. This study employed a mixed methods design utilizing questionnaires and interviews. The students completed the Revised Study Process Questionnaire (R-SPQ-2F) to assess their learning orientation along the deep and surface approach dimensions. The questionnaire results on the deep and surface dimensions were inconclusive. However, the results of a factor analysis suggest a disposition among the students towards attainment of satisfaction from learning. The evidence from the interviews indicates that the students were highly disposed towards practical learning outcomes, especially when these were linked to career skills. Interview evidence also points to the role of social relations amongst the students and with teachers as important learning factors. Finally, the interview analysis suggests the importance of affective factors. The results of separate questionnaires administered to a small group of faculty and the students at large, along with the interview data, indicate that the English for academic purposes courses broadly supported deep learning approaches. However, contextual factors at the college led to a highly structured and outcome based approach to the course curricula. Although the courses may have been supportive of deep learning approaches for most of the students, the courses’ prescriptive and structured approach may not have been optimal for high achievers. The implications of the findings of this study for EAP courses in the Gulf context are discussed as well as their implications for learning theory.
Części książek na temat "Tertiary institutions (United Arab Emirates)"
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Willoughby, John. "Higher Education Systems and Institutions, United Arab Emirates". W The International Encyclopedia of Higher Education Systems and Institutions, 1585–88. Dordrecht: Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-017-8905-9_486.
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Willoughby, John. "Higher Education Systems and Institutions, United Arab Emirates". W Encyclopedia of International Higher Education Systems and Institutions, 1–4. Dordrecht: Springer Netherlands, 2017. http://dx.doi.org/10.1007/978-94-017-9553-1_486-1.
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Al-Qaimari, Ghassan. "The Governance Models of Higher Education Institutions in the United Arab Emirates in the Twenty-First Century". W Governance Models for Latin American Universities in the 21st Century, 97–110. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-83465-4_6.
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Tausch, Arno. "The Empirical Results of Our Empirical Study". W Political Islam and Religiously Motivated Political Extremism, 45–75. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-24854-2_5.
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AbstractThe study clearly shows that identification with Turkey and Iran, with a political Islam that also influences elections and results in a theocracy, promotes religious and gender discrimination and advocates an Islamist interpretation of Islam, are very much the most important, interrelated syndromes of political Islam, which together explain more than 50% of the total variance of the 24 model variables used. If the states of Europe want to win the fight against jihadism, they must work closely with the moderate Arab states, such as Egypt, Jordan, Morocco, Saudi Arabia, the United Arab Emirates and other Arab Gulf states, and be aware that, on a population-weighted basis, 41% of all Arabs now view the Muslim Brotherhood, which is the strongest and most coherent force in political Islam today, negatively or very negatively. According to the data brought to light here, only 7% of people in the Arab world now have a high level of trust in their country's Islamist movement, while 14% have some trust, 19% have little trust, but 60% have no trust. Our overall index—Overcoming political Islam shows that Morocco and Tunisia are the top performers, while Iraq and Sudan bring up the rear. Following an important study by Falco and Rotondi (2016), we also explore the question of whether political Islam is more prevalent or less prevalent among the more than 20% of the Arab population who plan to emigrate in the coming years than among the population as a whole. Far from feeding alarmist horror scenarios, our evaluation shows firstly that Falco and Rotondi (2016) are correct in their thesis that among potential migrants to the West, political Islam is certainly less pronounced than among the Arab population as a whole. On a population-weighted basis, only 13.11% of potential migrants to the West openly state that they trust the country-specific Islamist movement. In the second part of our empirical evaluations, we explore religiously motivated political extremism (RMPE) by international comparison on the basis of the following items of the World Values Survey, which are sparse but nevertheless available on this topic: The proportion of the global population who favour religious authorities in interpreting the law while accepting political violence is alarmingly high in various parts of the world and is raising fears of numerous conflicts in the coming years in an increasingly unstable world system. It amounts to more than half of the adult population in Tajikistan (the international record holder), and Malaysia and some non-Muslim-majority countries. In many countries, including NATO and EU member states, it is an alarming 25–50%, and we mention here the Muslim-majority countries Iraq, Lebanon, Bangladesh, Kazakhstan, Nigeria and Indonesia. It is 15–25% even in core countries of the Western security architecture, but also in the Muslim-majority countries: Pakistan, Iran and Tunisia. Only in the best-ranked countries, among them the Muslim-majority countries Albania, Egypt, Bosnia and Herzegovina, Kyrgyzstan, Azerbaijan and Jordan, the potentially fatal combination of mixing religion and law and accepting political violence has a relatively small following of less than 15%. In the sense of the theses of the late Harvard economist Alberto Alesina (1957–2020), social trust is an essential general production factor of any social order, and the institutions of national security of the democratic West would do well to make good use of this capital of trust that also exists among Muslims living in the West.
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Hiasat, Lana, i Anthony John Pollitt. "Educators' Roles in Creating Smart Learning Environments for Emiratis in Tertiary Education". W Cases on Smart Learning Environments, 256–82. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6136-1.ch015.
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Smart learning environments for the Emirati learners are defined as a combination of blended learning and experiential learning approaches to create joyful educational environments. The current case study is an investigation into what generation Y of Emirati learners in one of the largest tertiary educational institutions in the United Arab Emirates consider joyful learning. The case study was based on mixed method surveys of educators and students. The case study investigation resulted in four important recommendations for creating smart learning environments where context and situated learning are essential considerations for mindful teaching and learning.
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Soto, Raimundo. "Fiscal Institutions and Macroeconomic Management in the United Arab Emirates". W Institutions and Macroeconomic Policies in Resource-Rich Arab Economies, 356–426. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198822226.003.0012.
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The UAE has seemingly escaped “the natural resource curse”: it is one of the richest countries in the world and ranks comparatively highly on business environment, infrastructure, and institutional development. Symptoms of the curse can nevertheless be found in the very low growth in labor productivity, massive public sector overemployment, and the inability to counteract instability induced by oil price cycles. This chapter shows that fiscal policy is highly ineffective as a countercyclical tool due to the absence of income and ad-valorem taxes. Stabilizing instruments—such as open-budgeting procedures or fiscal rules—are notoriously absent. Why would a country design its fiscal, monetary, and exchange rate policies so that they allow for high levels of pro-cyclicality, thereby hampering efficiency and long-run growth? A political economy explanation is developed whereby weak fiscal institutions are an agreed-upon mechanism to secure political stability and transfer oil wealth among emiratis and to future generations.
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Shishakly, Rima. "ERP Promises in the United Arab Emirates Educational Sector". W Cases on Enterprise Information Systems and Implementation Stages, 45–56. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2220-3.ch003.
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Implementing Enterprise Resource Planning (ERP) is one of the major IT innovations in this decade. ERP solutions seek to integrate and modernize business processes and their associated information and work flows. Nonetheless, ERP usage in educational management is still new. Educational institutions for various appropriate factors have begun to implement this technology. The school ERP enterprise solution system offers complete school management software, which covers all the functions related to the smooth functioning of school activities. This chapter provides a complete analysis of ERP solutions in the educational sectors and focuses on ERP usage and utilization in the United Arab Emirates (UAE) public (government) schools.
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Shishakly, Rima. "ERP Promises in the United Arab Emirates Educational Sector". W Enterprise Resource Planning, 611–19. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-4153-2.ch035.
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Implementing Enterprise Resource Planning (ERP) is one of the major IT innovations in this decade. ERP solutions seek to integrate and modernize business processes and their associated information and work flows. Nonetheless, ERP usage in educational management is still new. Educational institutions for various appropriate factors have begun to implement this technology. The school ERP enterprise solution system offers complete school management software, which covers all the functions related to the smooth functioning of school activities. This chapter provides a complete analysis of ERP solutions in the educational sectors and focuses on ERP usage and utilization in the United Arab Emirates (UAE) public (government) schools.
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Seggerman, Alex Dika. "Conclusion". W Modernism on the Nile, 211–20. University of North Carolina Press, 2019. http://dx.doi.org/10.5149/northcarolina/9781469653044.003.0007.
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This brief conclusion summarizes the contents of the book’s five chapters and restates the main argument: that Egyptian modern artists showcased a constellation modernism in their artistic approach and that they acknowledged their Islamic context, but refused to be defined by it. In an epilogue, Seggerman addresses the contemporary context of the book’s writing, including the September 11 terrorist attacks, the Arab Spring, and the growth of arts institutions in Qatar and the United Arab Emirates. She ends with a call for an ethical art history with greater empathy.
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Gitsaki, Christina, i Abbad Alabbad. "ICT Integration in Post-Secondary English Teaching and Learning". W Information Systems Applications in the Arab Education Sector, 179–93. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-1984-5.ch013.
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The positive effects of computer-assisted language learning (CALL) have been widely acknowledged in the body of literature. While the majority of studies concern the use of CALL in the West, there is a dearth of research on the use of CALL in the Middle East and in particular in the Arabian Gulf where the English language plays a prominent role and being able to speak English is the passport to attending higher education and gaining employment. This chapter documents two case studies in higher education institutions in the Gulf, one in Saudi Arabia and one in the United Arab Emirates. The studies show how the use of CALL positively affected Arab students’ language skills and their attitudes towards learning English with technology, paving the way for further research in the Arabian higher education context, where the use of Information and Communication Technology (ICT) for teaching and learning is gaining ground at a fast pace.
Streszczenia konferencji na temat "Tertiary institutions (United Arab Emirates)"
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"THE EQUITY OF PEDAGOGICAL APPROACHES IN E-LEARNING INITIATIVES IN HIGHER EDUCATION INSTITUTIONS IN UNITED ARAB EMIRATES". W 19th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2022). IADIS Press, 2022. http://dx.doi.org/10.33965/celda2022_202207c043.
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Saleh, K. M., N. Khan, K. Dougherty, A. Ghorab, S. Abdalla i H. Sabbour. "Outcome of Chronic Thromboembolic Pulmonary Hypertension Patients: Experience from a Tertiary Referral Center in the United Arab Emirates". W American Thoracic Society 2022 International Conference, May 13-18, 2022 - San Francisco, CA. American Thoracic Society, 2022. http://dx.doi.org/10.1164/ajrccm-conference.2022.205.1_meetingabstracts.a5635.
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Bridi, Robert Michael. "Transnational Higher Education and International Branch Campuses in the Gulf Cooperation Council Countries: The Case of the United Arab Emirates". W Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11063.
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The aim of the paper is to examine the emergence of transnational higher education (TNHE) and international branch campuses (IBCs) in the Gulf Cooperation Council (GCC) countries and the United Arab Emirates (UAE). The findings demonstrate that the emergence of TNHE and IBCs has been the result of interrelated political, economic, social, and academic factors. First, the formation of the GCC was a key moment during which member states sought to stimulate scientific progress through the development of higher education as part of a strategy to meet labor demands and economic development. Second, the commodification of education and the drive to increasing profits in educational institutions combined with decreases in government funding to Western universities during the neo-liberal era of capitalism have been an impetus for Western universities to seek ‘new markets’ beyond their borders. Third, the liberating of regional trade policies in services, including education, combined with the internationalization of education has enabled the cross-border movement of students, educators, and institutions. Fourth, the UAE’s unique demographic group mix, which consists of a majority of international expatriates, combined with significant government funding in the education sector and international partnerships has resulted in the rapid expansion of TNHE and IBCs.
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Nasir, Syed Kabir, i Syeda Shahla Kabir. "The availability of nationally accredited higher education in computer science and information technology in non-federal institutions in the United Arab Emirates". W 2011 International Conference and Workshop on the Current Trends in Information Technology (CTIT'11). IEEE, 2011. http://dx.doi.org/10.1109/ctit.2011.6107934.
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El-Awawdeh, Raed, Naeema Khouri, Majid H. Al Suwaidi, Mathew P. Williams, Jie Zhang, Abdulla Al Neyadi, Hesham Shebl i in. "3-D Seismic Evidence of Tertiary - Cretaceous Karsts and Cretaceous Marine Channels from Offshore Oil-Field in Abu Dhabi and Outcrop Analogs from United Arab Emirates". W GEO 2010. European Association of Geoscientists & Engineers, 2010. http://dx.doi.org/10.3997/2214-4609-pdb.248.136.
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El-Awawdeh, Raed, Naeema Ahmed Mohamed, Abdulla Al Neyadi, Zyg J. Shevchek, Hesham T. Shebl, Henry Ewart Edwards, Andrew M. Gombos i Mary Johns. "3D Seismic Evidence of Tertiary - Cretaceous Karsts & Collapse Disturbances from Offshore Oil Field in Abu Dhabi and Outcrop Analogs from Jebel Hafitt, United Arab Emirates". W Abu Dhabi International Petroleum Exhibition and Conference. Society of Petroleum Engineers, 2008. http://dx.doi.org/10.2118/118006-ms.
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M. Abu-Samaha, Ala, i Rima Shishakly. "Assessment of School Information System Utilization in the UAE Primary Schools". W InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3260.
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This paper presents an assessment of School Information Systems (SIS) Utilization in the United Arab Emirates’ (UAE) primary schools through a holistic descriptive approach that involves explaining, studying and analyzing the current technical status of the schools’ SIS. To do so, the researchers used a series of case studies (documents analysis, questionnaires and interviews) of a number of primary schools representing the educational zones of the UAE to acquire an understanding of SIS level of utilization. According to the research results, the majority of primary schools have computerized their administrative activities at different levels via the Ministry of Education’s suggested system or individually procured systems. Though, the use of Information and Communication Technologies, including SIS, is in its initial stage despite the adopted strategy by the UAE government to accelerate the effective utilization of educational management and automation technologies in the educational institutions and the Ministry of Education itself.
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Williams, Norman, John Beachboard i Robert Bohning. "Integrating Content and English-Language Learning in a Middle Eastern Information Technology College: Investigating Faculty Perceptions, Practices and Capabilities". W InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3449.
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The expanding role of English as an international lingua franca has had considerable effects on higher education (HE) provision around the world. English has become the medium of choice for African HE, and its position as a medium of instruction in the Europe and Asia is strengthening (Coleman, 2006; HU, 2009). English-medium tertiary education is also commonplace in the Middle East including the United Arab Emirates (UAE), the context of the present study, where the vast majority of courses at university-level are conducted in English (Gallagher, 2011). The increasing use of English-medium programs presents particular challenges for content-area faculty who are in effect called upon to provide disciplinary instruction to students who may not be adequately language proficient. Furthermore, discipline-specific faculty may find themselves sharing responsibility to further develop their students’ English language proficiency. Information technology related schools face unique challenges. A significant majority of IT faculty come from computer science/engineering backgrounds and speak English as a second or third language. Most courses emphasize the development of technical skills and afford relatively few opportuni-ties for writing assignments. While exploratory in nature, the study proposes to identify and evaluate practices that can help IT colleges better develop their students’ proficiency in English.
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Bustamante Alonso, María Daniela. "Ciudad turística imaginada: escenario del trabajador migrante para la redefinición de la identidad y territorialidad". W International Conference Virtual City and Territory. Barcelona: Centre de Política de Sòl i Valoracions, 2009. http://dx.doi.org/10.5821/ctv.7598.
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El presente trabajo surge al margen del proyecto de investigación de “Ciudades del turismo. Estudios de las transformaciones, desafíos y soluciones ante la turistificación local (1990-2007)” encabezado por el equipo binacional España- México conformado por El Colegio de Sonora-Universidad Autónoma de Madrid-Universidad de Sonora, y sustentado por el marco teórico del trabajo de tesis titulado “Estudio de las transformaciones de la ciudad turística a partir del imaginario del trabajador migrante en vivienda de megaproyecto”.
Se indagará la migración interna en Puerto Peñasco, Sonora, México, promovida por empleadores desarrolladores de megaproyectos, el objetivo radica en abordar el tema como un estudio de caso que se profundizará con el fin de derivar la relación del imaginario urbano turístico, identidad y territorialidad de los trabajadores migrantes beneficiarios de vivienda en comunidades cercadas desarrolladas por megaproyecto, comunidades vistas como espacios de segregación social y de alta seguridad corporativa que fragmentan el tejido urbano.
Como propuesta metodológica, el aspecto psicosocial del migrante será analizado desde una perspectiva urbanista y psicológica, con la introducción de estudios Lacanianos en la construcción del imaginario social, así como la exploración del estudio de la percepción de la ciudad y mapas mentales desarrollados por Kevin Lynch. Sin dejar de dar crédito a las propuestas metodológicas de otros teóricos e investigadores especialistas del imaginario como Eloy Méndez. The present paper has been created within the research project “Tourism cities. Studies of the transformations, challenges and solutions in the face of the local touristification (1990-2007)” directed by the binational team Spain-Mexico, formed by El Colegio de Sonora-Universidad Autónoma de Madrid- Universidad de Sonora, research and educative institutions, furthermore supported by the theoretical framework of the thesis “Tourist city transformations Study arised from the migrant worker megaproject’s housing”.
Inquire internal migration in Puerto Peñasco, Sonora, Mexico, promoted by developers megadevelopments employers, is addressed as a case study that will deepen in order to derive the ratio of imaginary urban tourism, identity and territoriality of migrant beneficiaries housing in gated communities developed by megaproject, which are spaces of social segregation and high corporate security. Will show an abstract of the comparative analysis of the cases of Puerto Peñasco and Dubai, United Arab Emirates.
The psychosocial aspect of the migrant will be analyzed from the psychological Lacanian perspective and the exploration of city‘s mental maps that recreate human’s perception as premise developed by Kevin Lynch and theoretical analysis of other imagery specialists as Mendez Sainz.