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The former president and the founder of the UAE, H.H. Sheikh Zayed bin Sultan Al-Nahyan, emphasised the importance of education and the importance of the skilled manpower stressing the importance of human: “Man is the real wealth of the UAE “ 102 . H.H Sheikh Zayed Bin Sultan Al Nahyan Moreover, H.H. Sheikh Mohammed bin Rashid Al Maktoum the UAE prime minister and the ruler of Dubai has assured many times that the UAE‟s strategy towards its nationals stressing that the human resources is the most effective factor in the countries development plan. 2.6.2 Economical Status The UAE is classified as the second largest country in the Gulf region in terms of economies after the Kingdom of Saudi Arabia. The UAE is one of the most flourishing and fast developing countries in the Middle East region. The year 2000 marked an increase of the UAE GDP to over 60 billion dollars. The growth amount of 4.4% is considered high according to international standards. 103 The numbers indicate that the UAE is recording its fastest growth in the last decade. The economy witnessed an increase by 17%. The non-oil sectors accounting for 66% of the GDP. 104 The main source of income in the UAE is the oil resource, similar to most Gulf countries. Meanwhile the UAE developed a vision to minimise the dependency on oil resources. A new theme for the economic development was established which supports diversification of economy. The UAE government is giving great attention to projects like tourism and trade zones. The government also has initiated other innovative projects such as Dubai Internet City and Dubai Media City. The UAE is also investing on projects such as renewable energy. Abu Dhabi is aiming to be the international centre for renewable energy which reflects the UAE‟s interest on multiplying its resources. 101 Federal Research Division. (2007). op.cit. p10. 102 ODPM - Information Affairs, (2005), Immortal Words of Late Sheikh Zayed, the Cultural and Media Centre UAE. 103 Ministry of Information and Culture, (2009), UAE Yearbook. 104 Al-Ali, J. (2008). op.cit. p365-379. 43
The UAE encountered a rapid growth in the construction industry due to the country‟s spending on the physical infrastructure and the desire to build a high standard of living for its nationals. This growth, due to the lack of experienced national workforce, required great dependency on expatriate workforce. This resulted in a challenge facing the UAE to prepare a national workforce that is as skilled and knowledgeable as the expatriates‟ counterpart. The UAE „Vision 2021‟ encouraged this strategy to reduce the dependency on oil as the main source of income. 105 2.6.3 Social Status Prior the discovery of oil the UAE society depended mainly on simple trades like pearl diving and fishing, consequently the UAE nationals lacked high skills and knowledge which in turn resulted in high dependency on expatriate workforce. The increased number of expatriates is one of the UAE‟s most obvious features in terms of social status. The UAE society is divided into two main categories: the nationals (al muwateneen) and the expatriates (al wafedeen) where the nationals count to 20% of the total population of the UAE. 106 The multiculturalism in the UAE made the people tolerant to change and to new traditions and customs with keeping their own identity. The development of the welfare benefits had been impressive in the UAE offering facilities that covers the citizen from birth to death, a facility that has been described by socialists as womb to tomb 107 . These facilities include high standard health care, education, allowances and housing. 2.6.4 Technological Status The UAE has a technological friendly environment. In the year 2004 the UAE was ranked as one of the most advanced countries in internet use with a number of 1.25 million internet user, 31% of the population. 108 105 Dubai Media Foundation, (2010), UAE local news, Sama Dubai T.V. aired 16:30pm on 17.2.2010. 106 Abdullah M. (2007). op.cit. p160. 107 Al-Ali, J. (2008). op.cit. pp365-379 108 Vodanovich, S., Urquhart, C., Shakir, M. (2010). ‘Same but different: understanding women’s experience of ICT in the UAE’. The Electronic Journal on Information Systems in Developing Countries. 40 (4). p1-21. 44
Page 1 and 2: FRAMEWORK FOR THE IMPLEMENTATION OF
Page 3 and 4: As technology is changing rapidly;
Page 5 and 6: List of Tables Table 6.1: Three Pha
Page 7 and 8: Contents Chapter 1: Introduction ..
Page 9 and 10: 5.13 Methods of Phase 2 ...........
Page 11 and 12: 9.5.2 Recommendation 2: Change of M
Page 13 and 14: technology in architecture design e
Page 15 and 16: e learned. The UNЕЅСO report on
Page 17 and 18: architecture within universities. 2
Page 19 and 20: Figure 1.1: The innovative process
Page 21 and 22: consequently this resulted in the l
Page 23 and 24: society, and the diverse socio-cult
Page 25 and 26: with the lifestyle of its occupants
Page 27 and 28: the study, the purpose of the study
Page 29 and 30: understanding of the research conte
Page 31 and 32: Peninsula. It is bordered by the Pe
Page 33 and 34: 2.2.2 UAE POST-1971 This British an
Page 35 and 36: UAE, the vernacular architecture re
Page 37 and 38: social groups is being substituted
Page 39 and 40: The grand expansion is also obvious
Page 41 and 42: interact website 94 the foreigners
Page 43: to rules, policies and regulations,
Page 47 and 48: Moreover, neither were supplementar
Page 49 and 50: The Arab League Educational Cultura
Page 51 and 52: understand the lack of utilisation
Page 53 and 54: 3.2 UAE Vision 2021 In his famous b
Page 55 and 56: Figure 3.1 shows the culture of wor
Page 57 and 58: students‟ loans for lab top purch
Page 59 and 60: А common education in the first th
Page 61 and 62: improving quality and effectiveness
Page 63 and 64: stressed the importance of the “f
Page 65 and 66: design problems and finding a way t
Page 67 and 68: “The most important role that met
Page 69 and 70: plan. The benefits of the use of te
Page 71 and 72: Abu Shakra 220 argues that the use
Page 73 and 74: According to Reffat 224 the effecti
Page 75 and 76: Chapter 4: Teaching and Learning Me
Page 77 and 78: The last few years have witnessed a
Page 79 and 80: University and the University of Sh
Page 81 and 82: 4.3.4 Design Curriculum Design cour
Page 83 and 84: expected to finalise their design p
Page 85 and 86: Chapter 5: Methodology 5.1 Introduc
Page 87 and 88: make decisions on which new approac
Page 89 and 90: formulating a framework or a model.
Page 91 and 92: The research approach used for this
Page 93 and 94: It also works as a guide for the en
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problematic and has been a tool for
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5.11 Validity and Reliability Herr
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about human developments associated
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the UAEU for the purpose of collect
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5.14 Methods of Phase 3 Secondary d
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analysis of planning systems, havin
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director, the tutors and some of th
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Goodwin‟s use of multi-disciplina
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Through the use of “free time”
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students were encouraged to ask que
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concerned. The students also indica
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ideas and collaborate. Video record
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Peer Assessment: Students will be s
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also covered the data collection in
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to another cycle of observation, ac
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6.3 Phase One The needs analysis in
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Figure 6.2: VDS 1 basic elements Th
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Figure 6.3: Database Form for Ident
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in universities in China and the Fa
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conducted to get in-depth understan
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which supported the curriculum of t
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student engage with their learning
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skills to tackle similar problems t
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� Team-Working Another important
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Facebook was utilised in this proje
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supportive educational tool Second
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female are not supposed to be mixin
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Formative evaluations improve and d
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the diary of events, and the timeta
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Dimension Application Creativity- p
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Dimension Aim Implementation Techni
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that helped the students in working
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Creativity Critique Collaboration C
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available. Figure 7.3 illustrates s
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Collaboration Anonymous 7.4.4 Focus
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synchronous tools scored highly com
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extended use of Facebook accounts t
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Figure 7.9: Student Performance Fig
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7.8 Conclusion This chapter discuss
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The figure above shows the main the
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Networking also helped the students
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the discipline of being part of the
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just an hour beforehand with the fo
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positively adapted the new culture
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8.3.14 Creativity As shown in Figur
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Chapter 9: Recommendations 9.1 Intr
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The summary of the findings of the
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9.3.3 Networking Facilities The ope
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Figure 9.2 VCCS Framework The resea
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Figure 9.4: Hofstede classification
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support by providing financial supp
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positive attitude toward technology
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To better accommodate the above rec
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them. The e-learning diary will als
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Conclusion Future Architects This w
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Appendices
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Appendix A a. The University of Sha
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Q4. We were hoping that this is goi
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Also, being strict with time, outre
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allocated for this workshop will no
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Other suggestions? Student1: The wo
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To combat the prevalent cultural re
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The participants will then be instr
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d. Open Learning Workbook Virtual D
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...................................
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Due to the nature of the Virtual De
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...................................
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is your now your group. With the vi
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Conclusion: Again, there are no rig
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...................................
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Activity: Once you have decided you
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Studio as they will not be relevant
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2.2.1 Vision.......................
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1.0 Factual Summary 1.1 Aim of Stud
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� To meet the needs of society an
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� Quality: The University adheres
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The Virtual Design environment prom
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� 3D Design Technology � Collab
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Within the 10 day between the first
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8.3 Assessment 8.3.1 Rationale crea
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To combat the prevalent cultural re
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How to be Effective Research, Cardi
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Director of Studies. Dr. Richard Ra
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Appendix B f. Observations and Anal
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spectacular, grotesque and colourfu
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years. They were asked to consider
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‘leisure’ theme arose including
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work sufficient. With consistent su
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g. Interviews Guide for participant
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h. Creativity Check List 72
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j. Samples of Students Interview 78
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Appendix C l. Exploratory survey at
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The focus group methodology was con
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especially 3-D like videos or slide
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Appendix D m. Case Studies for Phas
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Appendix E n. Published Papers iii.
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