This study investigates the moderating impacts of the Islamic work ethic on the relationships between organizational commitment and job satisfaction. It uses a sample of 425 Muslim employees in several organizations in the United Arab Emirates (UAE). The empirical results indicate that the Islamic work ethic directly affects both organizational commitment and job satisfaction, and that it moderates the relationship between these two constructs. Results further reveal that national culture does not moderate the relationship between the Islamic work ethic and both organizational commitment and job satisfaction. Results also point out that support of the Islamic work ethic differs across age, education level, work experience, national culture, organization type (manufacturing or service), and ownership (private or public). Furthermore, empirical results suggest that there is a positive and significant relationship between job satisfaction and organizational commitment. Implications, limitations and lines of future research are discussed.

The article examines the potential mediating role of the Islamic work ethic between locus of control, role conflict and role ambiguity. The study uses a sample of 397 employees in a variety of manufacturing and service organizations in an Islamic country, the United Arab Emirates. The results of correlational analysis and regression models suggest that the Islamic work ethic is related to locus of control. Furthermore, the results of a series of regression models indicate that the Islamic work ethic mediates the relationship between locus of control and role ambiguity. On the other hand, the results point out that the Islamic work ethic does not mediate the relationship between locus of control and role conflict. Results further point out that there is a significant correlation between the Islamic work ethic and role ambiguity. Limitations, lines of future research, implications and contributions are discussed.

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Purpose This paper aims to investigate the impacts of teaching style, English language and communication and assessment methods on the academic performance of undergraduate business students in introductory quantitative courses such as Statistics for Business 1 and 2, Quantitative Methods for Business, Operations and Production Management and Operations Research in a non-Western setting. Design/methodology/approach Data was collected from 750 undergraduate business students in third- and fourth-year classes at the UAE University (UAEU). Descriptive statistics were used to gain some insights into the demographic and educational characteristics of respondents and their opinions regarding the importance of the three factors of concern to their understanding of quantitative courses material, along with multiple regression analysis that was used to test the hypotheses of the study. Findings The results of the present study indicate the importance of the teaching style in terms of the way the lecturer speaks and the pace of presenting the material, in addition to the structure of the lecture in understanding quantitative course material. Additionally, availability and contents of the material on the course website play an important role in helping undergraduate business students understand the subjects of quantitative courses. The study revealed that the UAEU undergraduate business students are, to some extent, uncomfortable in reading printed textbooks and writing reports on quantitative topics in English. The results of multiple regression analysis revealed that both teaching style and English language and communication have a great influence on the academic performance of UAEU undergraduate business students. Research limitations/implications The paper has a number of limitations. For instance, the sample was taken only from students in a single university. Moreover, this study focuses on the business students and in turn, it excludes students of other colleges. On the other hand, it has a number of implications for administrators, instructors and researchers. Administrators should pay special attention when setting admission standards. Instructors teaching quantitative courses should prepare well-structured lectures and deliver them at a reasonable pace to allow students the time to understand them. They should also pay attention to the way they speak. For researchers, this study will indicate the need for further research to confirm or refute the results of the present study. Originality/value The present study is the first attempt to investigate the impacts of the three factors of concern on the academic performance of undergraduate business students in introductory quantitative courses in a public university setting in the UAE context.

Darwish A. Yousef Correlates of perceived leadership style in a culturally mixed environment