Technology brings tremendous changes in education because it is a system that automates all educational institutions and academic performance. Therefore, the study examines the effect of technology’s system, information and service quality on faculty, operational and university performance. To explore the more contextual factors, this study empirically and theoretically tested a proposed model by the D&M theory of IS among UAE universities. The study employed mixed-method research using a sequential explanatory research design. Using a designed survey questionnaire, the study targeted 512 faculty members and conducted 10 semi-structured face-to-face interviews with faculty members of 27 UAE universities. The results reported that system, information, and service quality significantly influenced faculty performance. In addition, system quality strongly affects faculty performance, which is the most necessary part of successful technology implementation. Faculty performance significantly influences operational and university performance; surprisingly, it has the strongest influence on operational performance. In turn, operating performance has a significant impact on university performance. The study further identified four contextual factors, that is, external, individual, organizational, and technical. The study put the novel ideas by contributing performance-level measures that support Delone and Mclean’s IS success model to successfully operationalize the university’s actual performance. The research uniquely extends the D&M IS success model to assess technology implementation success at individual, operational, and organizational levels within UAE universities, touching previously unexplored areas of post-implementation evaluation. University management in the UAE should prioritize enhancing service, system, and information quality to bolster faculty performance, leading to improved operational and overall organizational outcomes.

Vocabulary knowledge plays an important role in writing. Previous research has examined the relationship between various aspects of vocabulary knowledge and independent writing performance and limited attention has been given to integrated writing such as summary writing. Our study investigated the contribution of two aspects of vocabulary knowledge (vocabulary size and lexical richness) to summary writing quality. In addition, we examined the extent to which lexical richness measures relate to summary writing quality among students who have smaller vocabulary sizes and students who have larger vocabulary sizes. We addressed these questions by administering a lexical decision test called the LexTALE and analyzing lexical richness and writing quality in the summary writing of 73 Arabic English as a Foreign Language (EFL) learners of English. The results revealed a strong positive correlation between vocabulary size and summary writing quality, indicating that a larger vocabulary size is associated with higher-quality summaries. . However, most measures of lexical richness did not show a significant correlation with summary writing quality. Interestingly, the relationship between lexical richness measures and summary writing quality varied when learners were put in two groups with different vocabulary sizes.. Implications of the findings of the study for language teaching pedagogy and for research on the complex relationship between vocabulary knowledge and summary writing are discussed.

Women have been leading organizations and communities for centuries, but their journeys in leadership have sometimes been challenging. This paper aims to reflect on women's positive and negative experiences in leadership roles and understand the factors contributing to their successes and challenges.To explore these issues, we will draw on various academic literature, including studies on gender and leadership and case studies of women in leadership positions. We will also examine the cultural and social factors that affect women's experiences in leadership, including bias and discrimination, societal expectations, and work-life balance challenges.One key theme from this analysis is the importance of role models and support networks in helping women succeed in leadership roles. Women with access to mentorship, sponsorship, and peer networks are more likely to thrive in their roles and overcome the challenges they may face. However, lacking female role models and mentors can make it difficult for women to advance in their careers and contribute to feelings of isolation and imposter syndrome.Another important theme is the need for organizations and society to address systemic biases and discrimination that prevent women from reaching their full potential. This can include initiatives such as unconscious bias training, flexible work arrangements, and policies that support gender diversity and inclusion.In conclusion, this paper highlights women's positive and negative experiences in leadership roles and emphasizes the need for ongoing efforts to support and empower women in leadership. By addressing the challenges women face and building a culture of inclusion and support, organizations and society can help unlock the full potential of women leaders and create a more equitable and just world.

Purpose: This study examines the direct and indirect effects of shared leadership on job crafting and knowledge sharing, in turn, on employee performance, commitment and creativity via organizational support among Pakistani HEI faculty members. Design/methodology/approach: Drawing on shared leadership theory, data from 311 faculty members were collected. Structural equation modeling (SEM) was employed to test the hypotheses. Findings: The findings revealed a significant positive influence of shared leadership on job crafting and knowledge sharing among faculty members. Job crafting and knowledge sharing also significantly and positively influenced employee performance, commitment and creativity. Shared leadership includes support dynamics, so organizational support with shared leadership failed to influence job crafting and knowledge sharing. Practical implications: Institutions promoting collaborative and innovative educational environments should consider strategies to nurture shared leadership practices, facilitate job crafting and bolster knowledge-sharing. Originality/value: This study underscores the importance of fostering a shared leadership culture in HEIs, emphasizing the role of job crafting and knowledge sharing in employee performance, commitment and creativity.

This qualitative research study explores the experiences of three Emirati women who have achieved significant success in their higher education institutes in the (UAE). The study aims to understand how childhood and adolescent experiences shape the leadership development of these women, both positively and negatively. The study also includes interviews with family members and close colleagues of the participants to gain additional perspectives. The findings the importance of family support, role models, and mentors in shaping the leadership development of women in the UAE. The study also sheds light on the challenges and barriers that women face in leadership positions, including gender bias and discrimination. Overall, the study contributes to a deeper understanding of the experiences of Emirati women in leadership positions and provides insights into how to support their leadership development.