This study engaged in critical image assessment of Qatar University based on both student characteristics and university practices. From the findings of this study, it is evident that most Qatari female students prefer a school that Qatari male students. Even female Qatari students who have a "low" academic-oriented mind-set rate highly compared to Qatari male students with a higher academic-oriented mindset (Lee, 2016). The reason behind this outcome is that most males in Qatari prefer to join the military or any police unit in comparison to females who choose to continue with their academic studies and graduate with a degree so that they can join formal employment (Walker, 2014). Males in Qatari believe that a job in the military is more satisfying.
Several factors determine why Qatari students prefer education in Qatar compared to non-Qatari students. Many non-Qatari students cite the language barrier, complex foreign culture, and xenophobic attacks as an impediment to smooth learning (Bollag, 2016). On the other side, Qatari students who are used to their ways, language, culture, and system of governance thrive because they have grown up it the same environment. Most non-STEM students have a positive attitude toward Qatar University. They believe that non-STEM disciplines are simpler that STEM disciplines, explains why non-STEM students have a positive attitude toward Qatar University. Besides, teachers have little influence and motivation for STEM students, which dwindles their confidence and drive (Sellami et al., 2017). A good average GPA at Qatar University directly implies that Qatar University students perform exemplarily. Besides, this indicates that the University's teaching model is conducive, inclusive, and student-friendly (Qatar University, 2018). Consequently, many aspiring university students and high school graduates prefer Qatar University to other universities.
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Based on the research findings, students' satisfaction directly contributes to a positive perception of Qatar University. The study found that learning which helps university students participate in both academic and social work, thus making the adaptability to college life easy. Besides, the University has improved its library services by creating an online platform where students can access reading materials like books remotely. This act has helped students to access research material remotely, thus reducing the inconvenience and other academic aspects mentioned before, the image of Qatar University among students. Administrative services also play a vital role in determining student satisfaction, which is why Qatar University strives to improve its catering services, facilities, medical services, and on-campus transportation, to mention a few (Elmoghazy, 2018). The University has a centralized administrative model that enhances coordination among different university departments, thus fostering students' positive satisfaction ratings toward the university reputation. It has also focused on improving services like transportation for female students who stay away from campus. These female students are only required to pay a nominal fee. Such improvements are a gesture that the University cares about students' welfare beyond academic matters Qatar University, 2020). The attitude of students toward the school will also change for the better because of the notable improvements like transport facilitation, as mentioned before.
Under student feedback, Qatar University has performed well based on the study's findings. Qatar University has come up with policies that govern how its staff members offer feedback to students. The University is required to maintain the confidentiality of students' information. Questions from walk-in students at the reception desk are answered directly. Those send via email should take no more than 48 hours to be responded to, and social media engagements from students should be answered in less than 24 hours (Student Services Department Student Helpdesk Section, 2014). Implementing these policies has increased the satisfaction rate from students at the University because their inquiries and concerns are promptly addressed. The world is shrinking fast into a global village through technological advancements. This change is affecting even schools which are required to adopt technology in offering educational programs. As shown in the findings, Qatar University has shown that it is capable of hosting remotely–based students and including them in their learning activities. For example, the University has incorporated Zoom classes for international students to attend, thus fostering interactive sessions between instructors and students. Eventually, these students are satisfied with what the University is doing to help them learn. Qatar University has worked fervently to streamline student services like students' enrolment and student support.
Conclusion
In conclusion, student attitude toward Qatar University is influenced by a diversity of factors, such as gender, nationality, subjects of study, average GPA, academic services, administrative services, IT services, and student services. As evidenced in the discussion section, female students have a more positive attitude toward education than male students due to career preference. Most men wish to engage in military activities rather than get into academic-oriented careers. The University has also worked on streamlining its services like administrative responsiveness, student services, and academic services to ensure that it rates well on the students' attitude assessment. The research used a holistic model in assessment by basing on student characteristics and university characteristics. It is recommended for the University to improve its services like provide transport facilities for even male students who stay off-campus because by doing this, students' attitude generally improves as evidenced in Qatar University's case.
References
Lee, S. (2016). What Motivates and Engages Students in the Education Process— An Examination of Qatari Students' Mindset and Attitudes toward Going to School, Learning, and Future Aspirations. Journal of Education and Learning, 5 (3), 220. doi:10.5539/jel.v5n3p220
Walker, L. (2014, June 12). Female university students in Qatar outnumber men 2:1 . Retrieved October 13, 2020, from https://www.dohanews.co/female-university-students-outnumber-males-nearly/
Bollag, B. (2016, July 18 ). Importing Higher Education: A Qatari Experiment - Al-Fanar Media. Retrieved October 13, 2020, from https://www.al-fanarmedia.org/2016/07/importing-higher-education-a-qatari-experiment/
Qatar University, Q. (2020). Libraries . Retrieved October 13, 2020, from http://www.qu.edu.qa/law/students/libraries
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Sellami, A., El-Kassem, R. C., Al-Qassass, H. B., & Al-Rakeb, N. A. (2017). A Path Analysis of Student Interest in STEM, with Specific Reference to Qatari Students. EURASIA Journal of Mathematics, Science and Technology Education, 13 (9). doi:10.12973/eurasia.2017.00999a
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Elmoghazy, H. (2018). The antecedents and consequences of student satisfaction redefined: a case of Qatar University. https://qspace.qu.edu.qa/bitstream/handle/10576/11333/HadiElmoghazy_OGSApprovedThesis.pdf?sequence=1&isAllowed=y
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