Higher Education in Qatar - Research Paper Example

?Overview of Higher Education in Qatar The youth today are fortunate to have a world of possibilities within their reach. Even in Middle Eastern nations, students are encouraged to pursue higher education after completing 12 years of compulsory education. Since students today face a highly competitive and globalized world, they need to be equipped with skills to manage themselves well in the real world and be contributory citizens to society. Government and Higher Education Qatar used to be one of the poorest countries in the Persian Gulf. However, it was able to reach one of the highest levels of per capita income in the world because of its oil and gas resources which were successfully exported. Sheikh Hamad bin Khalifa took over his father’s leadership in 1995 and since then, reforms have been instituted such as the suffrage of women and the establishment of a constitution with democratic elements. The dynamism of the Sheikh brought into the country Al-Jazeera, a renowned Arabic-language news network which is considered to be the biggest change brought about by the new leadership. This development was not looked upon with favour of the region’s autocratic states because it allowed foreign workers to outnumber native workers in the country (The Chronicle of Higher Education, 2012). In his wisdom, the new emir created the Qatar Foundation in 1995 as he recognized the challenges of the country’s reliance on its oil and natural gas resources, and he realized the need for more specialized professionals to help his countrymen (Qatar Foundation, 2010). The primary mission of the Qatar Foundation is to build human capital through the programs and services it will offer in education, community development and scientific research. The Qatar Foundation claims to bring world-class education, work experience and career opportunities to Qatar in the pursuit of a modern knowledge-based economy. Currently, the foundation has an extensive campus equipped with the latest state-of-the-art facilities serving nearly 4,000 students including multicultural students representing around 90 different nationalities, enrolled from preschool to university levels. It is a university which embraces cultural diversity that supports students’ professional and personal development (Qatar Foundation, 2012). Qatar’s Supreme Education Council (SEC) has appointed a Higher Education Institute (HEI) to supervise deserving youth in pursuing higher education to equip them with the necessary knowledge and skills that will help them in a competitive and rapidly changing global world. Various scholarship programs are provided by the HEI to help the youth be prepared for the challenges they will be undertaking in top colleges and universities worldwide so they get to achieve their own dreams as well as address the needs of the country’s labour market (SEC, 2012). The main objectives of the HEI are as follows: Provide opportunities to further develop the students’ language, critical thinking and problem-solving skills. Provide opportunities for students to have more awareness and understanding of other cultures Provide opportunities for high achieving students to prepare themselves for future leadership roles. Meet workforce needs. Offer flexibility to outstanding Qatari students by allowing them to pursue interests in fields that directly benefit the society and economy. (SEC, 2012, para. 4) Among the guiding principles of the HEI is the promotion of the highest quality of education to help students become self-learners in institutions with the highest international standards. Another is flexibility for students to choose their preferred universities and course that suits their own abilities and interests to help them pursue a lucrative career after their schooling. The HEI also aims to develop accountability and competency in their students as they learn to be self-reliant in their learning, confident that they will be supported in their endeavours so they can concentrate on being better students. HEI gives students the assurance of their continued support and assistance in helping students in their choice of a major, transition issues and employment opportunities upon the completion of their education (SEC, 2012). Macro- Economic Influences: The British Council (2011) reports that the Qatar government allots a huge budget for education. In 2011, it reached ?3.5 billion totalling 13.1% of the over-all expenditure by government not to mention consumer spending on education reaching ?1.2 billion. Compared to other countries, Qatar’s budget is relatively high as illustrated in the graph below: The General Secretariat for Development Planning (GSDP, 2012) of the Qatar government has allotted a huge budget for the improvement of infrastructure and human capital that operates the educational system. In 2009/2010, expenditure on education alone reached 4.1% of the GDP which was in line with the Organization for Economic Co-operation and Development (OECD) average and is comparable to other high-spending Gulf Cooperation Council Countries. Overall government expenditure increased six times over the period of 2000 to 2012. In education, it increased nine-fold, and it accounts for 13% of the total government expenditure for that year. 47% of the education expenditure went to capital investment while other countries in OECD spent much lower and majority (80-85%) went to salaries. The huge expenditure was justified by increased infrastructure development to accommodate the rapid increase in student enrolment. It also reflected the government’s investment in the implementation of best practice models of education. Each student ‘s expenditure was 79% for public and 21% for private expenditure for all schools. Part of the expenditure included infrastructure development, amenities, information communication technology and professional development. The Qatar General Secretariat for Development Planning (2011) reports that Higher education is recognized as one way for Qatari citizens to take a more prominent role in the economy. Graduates of higher education get to contribute to the growing knowledge economy. That is why the government puts in considerable investment in higher education. However, higher education still does not deliver the desired results. Although it prides itself of world –class institutions, Qataris still find it difficult to gain access into the higher education universities. Several students who do get in eventually drop out so they are unable to complete the degree. This is especially true of men. Even the graduates themselves are not well-equipped to participate in the knowledge economy due to lack of access to a comprehensive set of courses or they merely just opt not to enrol and take advantage of the courses. Overview of local education provision Getting into Qatar University was accessible to Qataris until 2003 when the university developed more stringent requirements for admission. Since then, only a few nationals enrol, dropping enrolment rate significantly. The main reason for such failure to be admitted is the lack of quality of the K-12 educational system in preparing students for higher education. Other international universities in the country have even more stringent standards so it is more difficult to get in. Hence, reforms in K-12 are in order as well as alternative higher education options since the number of nationals attending higher education courses needs to rise (QGSDP, 2011). Qatar needs to push for schools to focus more on technical education and vocational training (TEVT) as this is one pathway for some Qataris towards lucrative careers. Apart from this, the government also needs to make sure that the quality of higher education institutions and programmes are kept high and ensure that the course offerings meet labour market needs. Since vocational training is an alternative road to higher education, it should also be given premium value and endorsed to Qataris. Higher Education structure Qatar’s educational system was historically based on the Koran and Islamic law. However, in the early 1970’s a dramatic change in the system introduced a primarily secular institution which later on became the University of Qatar. This happened in 1973 when separate colleges for men and women were constructed (Arabian Campus.com, 2012) when the Emir of Qatar acknowledged education as a prime force in the expansion of a society. Thus, the first national College of Education was established with 57 male and 93 female enrolees on its first year. Since then, the rapid development of Qatar necessitated new areas of specialization and in 1977, four other colleges were built in Qatar University namely Education, Humanities & Social Sciences, Sharia, Law & Islamic Studies and Science. Two other colleges were added, the College of Engineering in 1980 and the College of Business and Economics in 1985 (The Chronicle of Higher Education, 2012). By the year 2008, more than 7,000 students were enrolled in its six colleges under the leadership of a female president, Sheikha Abdulla Al-Misnad. The usual offering of the university is a bachelor’s degree, and for postgraduate degrees, they offer a master’s degree which usually requires an additional year beyond the undergraduate course. Students who complete two to five semesters in education, library science and architectural planning are also awarded postgraduate diplomas and certificates. Doctorate degrees are not yet common among its postgraduate offerings. Currently, a total of 51 colleges, universities and technical institute comprise higher education institutions in Qatar with about 89,000 students enrolled of which 89 or 1% are international students (The Chronicle of Higher Education, 2012). Currently, Qatar University’s colleges include the Colleges of Education, Arts & Sciences, Sharia & Islamic Studies, Engineering, Law, Business and Economics and Pharmacy. It also boasts of special departments such as Environmental Sciences as a result of individual or collaborative ventures of the colleges as need for new specializations arise (Qatar University, 2012) The Academic Year is made up of two semesters, namely Fall and Spring. Fall term starts in September and ends in January while Spring term starts in February and ends in June. Intensive Courses are also offered during the summer months. Medium of instruction used are Arabic and English. Arabic is used in education, arts and social sciences courses while English is the medium in natural sciences, engineering and business programs. The programs are based on a credit-hour system and the total number of credits are dictated by the college, however, the range for number of units to take is within 125 to 139 credit hours (Embassy of State of Qatar, 2010). Of Qatar’s population, only 20% are Qatari nationals and the rest of the 80% are expatriate workers and their families. The huge number of foreigners is due to the country’s diligent efforts in bringing in international human resources to educate and further develop the natives (Moini et al, 2009). Qatar Foundation has built an Education city in Doha comprising of six American universities since 1998. These universities are: Northwestern University, Georgetown University, Texas A&M University, Virginia Commonwealth University, Weill Cornell Medical College, and Carnegie Mellon University. These universities deliver equivalent degrees as their US-based counterparts and bring to Qatari people the expertise, prestige and quality education they need. All the universities share one campus and while they are independent of each other, they also collaborate to achieve the goals of the Education City (Qatar Foundation, 2010). Haber & Getz (2011) report that outside the Education City of the Qatar Foundation, other higher education institutions have been established. These are Qatar University and the College of the North Atlantic-Qatar. Like the universities in the Education City, these universities also aim to develop human capacity. American professionals collaborate with Qatari professionals in pioneering new initiatives for the students. Such a set-up makes Qatar universities ideal models in international higher education institutions with the intended outcome of its students becoming competent global citizens. Being in a culturally diverse environment, students learn to adopt to different perspectives and have a taste of various cultural traditions, beliefs and cultural experiences, as these are acknowledged, respected and even celebrated in the campuses (Qatar Foundation, 2010). It is noteworthy that despite the vast differences in cultures, solidarity is still maintained among the students because they are trained to “see conflict as opportunities to work toward positive and mutually beneficial change rather than a wedge driven between individuals or groups (Qatar Foundation b, 2010, para.2) Qatar Foundation Universities in the Education City 1. Northwestern University This is a university for media research and creative media arts where students derive hands-on experiences in film making, participation in on-line communities, communication policy, management and creative media projects. The state-of the art program offered ensures that students “become skilled not only in writing, reporting, editing, production, and critical thinking but also in using multiple platforms (print, online, broadcast, and wireless) so that they can create compelling, high-impact journalism for increasingly interactive audiences” (Arabian Campus.com, 2012, para. 1). 2. Georgetown University - School of Foreign Service in Qatar Georgetown University is known to mould its students to be of service to humankind and has been doing so for the past 220 years. The resources from its mother university in the United States combined with Qatar Foundation’s facilities allow students and faculty to be in an ideal learning environment to position themselves as products of a university that aims to carve its path steadily in international affairs. Students of Georgetown University are provided with world-class learning experiences by immersing them in a diverse environment of different faiths, cultures and beliefs. This way, they learn more about people and the world. 3. Texas A&M University As a learning institution for excellent engineers and leaders, Texas A & M University emphasizes research and result dissemination. It offers the best environment with state of the art facilities, equipment and tools for teaching and research for students, staff and faculty to pursue excellence in their craft. It develops leaders in the process industries, business, governmental and education fields. It is an active entity in the international community that seeks to develop creative solutions to problems of national and international significance. 4. Virginia Commonwealth University The premier university for education and research in art and design, Virginia Commonwealth University develops students’ potentials and capacity for being leaders in the creative and cultural professions in Qatar and the region. The university fosters a scholarly ambience encouraging the development of creativity and liberty in the exchange of ideas borne out of critical thinking, curiosity, freedom of expression and intellectual integrity. In the backdrop of an Arab/Islamic environment, the university helps students cultivate a criticality in terms of globalization of visual culture and its resulting effect on the practice of design and art. Also, the university emphasizes the value of history as it incorporates traditions in art and design of the past centuries and welcome new, emerging approaches. Virginia Commonwealth University Qatar acknowledges that business and society see creativity and design, knowledge and innovation, culture and traditions as strong and influential transformative forces (Arabian Campus.com, 2012) 5. Weill Cornell Medical College in Qatar The Weill Cornell Medical College offers the best possible education for future doctors. It conducts research at the cutting edge of knowledge in the improvement of health care that would benefit people now and the generations to come. Undergraduate course include 2 years of Pre-Medical Education and Graduate studies include four years of Medical Education (Arabian Campus.com, 2012). 6. Carnegie Mellon University in Qatar Carnegie Mellon University in Qatar aims to utilize research studies and artistic expression to disseminate knowledge and art. The institution teaches its students problem-solving, leadership and teamwork skills. It advocates the values of commitment to quality, ethical behaviour and respect for others. Openness to ideas is prevalent, hence, discovery, creativity and development are encouraged (Arabian Campus.com, 2012). 7. College of the North Atlantic-Qatar The College of the North Atlantic – Qatar is known for its high quality and world-class educational courses. The variety of course offerings ably prepare its students to contribute and excel in a competitive environment upon graduation. Its human resource development helps people be productive and contribute their share to a diverse economy and globalization (Arabian Campus.com, 2012). Expansion and Diversification Three institutes of the Supreme Education Council are behind reform initiatives in Qatar Education: The Education Institute: in charge of independent schools which they monitor, support and enforce curriculum standards. The Evaluation Institute: tests students on their learning and evaluates the performance of schools. The Higher Education Institute supports students by advising them of career options and available opportunities for higher education both locally and internationally. It also offers scholarships to deserving students. Qatar’s educational system spans three sectors namely general education, higher education and technical education and vocational training. Although these sectors are independent of each other, all three ingrain in their learners the value of lifelong learning and empowers each individual to keep updating their skills and knowledge throughout their lives. All establish strong links with the country’s labour market (QGSDP, 2011). Hence, continuous reforms on their programs are implemented. Three policy themes on reform prevail in Qatar namely quality, equity and inclusiveness and portability and mobility. Policy decisions, variety, choice and accountability of those in charge are based on these three themes (QGSDP, 2011). In order to strengthen reform initiatives, challenges and opportunities need to be met and addressed. The following are priority needs of the Qatari educational system: Underachievement of Qatari students in math, science and English language at all levels Weaknesses in education administration Professionalizing the teaching profession. System needs to have alternative pathways beyond the secondary level so students are encourage to pursue higher education. The educational curriculum needs to be more aligned to labour market needs without sacrificing national values. (QGSDP, 2011) Student profile and analysis: As earlier mentioned, the rate of enrolment for tertiary education or higher education remains low . This may be due to low performance in the secondary level, high drop-out rates and a lack of motivation for the youth to pursue higher education. Most post-secondary students who go to higher education attend Qatar University, and currently, there is a growing number of students enrolling in private universities from 260 students in the academic year 2005-2006 to 800 in 2009-2010. Those enrolled in technical colleges rose from 1,200 to 2,050. On the other hand, tertiary students at Qatar University dropped from 80% in 2005- 2006 to 65% in 2009-2010. With regards to gender, most men (56%) enrol in technical colleges while more women (81%) enrol in Qatar University and just some enrol in technical college. There were more women (50%) enrolled than men (27%) in 2010. However, more Qataris, especially males are enrolled in higher education abroad. As of 2012, there were about 1,000-1500 of them. More Qataris are obtaining Supreme Education Council scholarships for higher education both locally and internationally. In 2010-2011, 126 Qatari students (83 men and 43 women) availed of external scholarships for their undergraduate and postgraduate studies. Countries chosen to study are the United Kingdom, United States of America and Canada. In the same academic year, courses pursued by Qataris were Engineering (37.3%), business administration (31.0%) and the social sciences (7.9%) (GSDP, 2012). Motivators Studies have shown that adolescents own aspirations are greatly influenced by their perception of what their parents expect of them. It follows that when parents expect highly of them, adolescents are likely to also have high aspirations for themselves. The support and encouragement of parents are factors found to impact students’ choice of vocation. The attitudes and behaviours of adolescents toward school or work may be the result of what they hear from their parents. Most parents feel that career choice should be based on the needs of the job market as well as their children’s interests and abilities (A Study Of The Parent Role In The Career Decision Process, 2008). Unfortunately, the low number of Qataris enrolled in higher education reflects low motivation on their part. One reason for this lack of motivation is that many Qataris get to maintain a comfortable standard of living despite not being able to secure a job after graduation. Most of the jobs available such as in the public sector do not require a university degree, and yet they are well-paying (GSDP, 2012). In other cases, it is the parents who do not push their children to pursue higher education since they are already well-off anyway and would not need their children to work after they complete a course (RAND, 2007). This leads the children to grow up to be underachievers, especially for the men, since they are already provided with material wealth without even striving hard for it. The implication is that it is the family itself who do not encourage pursuit of higher education. Even for families who are not materially well-off, parents emphasize to their children the need to find employment after secondary school since employment seems to be more valued than higher education (LMS, 2007). With regards to Qatari women, they are more motivated to pursue higher education because the jobs available for them require post-secondary qualifications. Pursuing higher education is their ticket to gaining lucrative careers. In order to increase motivation for higher education, awareness of its value and the consequences of education decision should be raised not only to students but also to their parents who may impact their children’s motivation. Initiatives to prepare long-term efforts to communicate such issues are already being done by government authorities (QGSDP, 2011). The motivation to learn is affected by the reinforcements to learning namely intrinsic motivation or the inner drive to learn which leads to personal fulfillment; extrinsic motivation, which consists of rewards such as high grades or a prize for performing well; social reinforcement, an example of which is praise and approval from significant persons in an individual's life; and achievement, or the attaining of the learning goal. Having an interplay of the four kinds of reinforcement is the most effective way to motivate a learner to pursue more knowledge and acquire more skills (Stoll, L., Fink, D. & Earl, L., 2003). Adult learners in higher education are expected to have a deep need to direct their own learning, possessing a pride and learning style that suits their own personalities. As people mature, individual differences increase with age. Accepting these assumptions of how adults learn, Carl Rogers (1969), a humanistic psychologist further details the process of humanistic learning. He claims that the learner is personally involved in a holistic way. His or her feelings and cognitive aspects are deep into the learning experience. Even when the learning stimulus comes from an external source, the sense of discovery, of reaching out, of grasping and comprehending comes from within. Rogers also emphasizes that learning makes a difference in the behavior, attitudes, even the personality of the learner. Funding Below is a chart of eligibility for funding resources for both Qatari nationals and other nationalities: (taken from: http://www.qatar.northwestern.edu/admissions/financial-aid/ financing-opportunities.html) Eligibility Quick Reference Guide Tuition Financing Opportunity Qatari Nationals Other Nationalities Merit Scholarships Yes Yes Higher Education Institute Yes No Sponsorship Yes No (exceptions only) Children of Qatari Mothers No Yes Qatar Foundation Need-Based Financial Aid Yes Yes Inter-Governmental Agreements No Yes, select countries Free Application for Federal Student Aid No Yes (Availability in Qatar pending) Family Contributions Yes Yes Payment Plans Yes Yes Commercial Bank Loans Yes Yes Employment outcomes Qatar’s labour market is highly segmented with local Qataris working mostly in the public sector, while foreigners working mostly in the private sector especially in the construction, service and retail industries. Qatar is encouraging graduates to get into more technical and vocational fields and is advising schools to concentrate more on improving its curriculum especially in the subjects needed for technical and vocational fields. Research Qatar has invested heavily on research and development facilities to encourage the more scientific research and establish partnerships with universities and businesses. Research opportunities have been available in the fields of science and technology, policy, social and business, innovative design and culture and heritage (QGSDP, 2011). Researchers gain more access to funding from the Qatar National Research Fund which was established in 2006. Investments for research and development have been pouring in from international businesses for the Qatar Science and Technology Park established in 2009. Since scientific innovation has been hindered with gaps in research, school programmes and undergraduate courses have now taken a more research-based approach (QGSDP, 2011). The encouragement for research efforts need to involve engagement of students in deeper learning. Deep learning may be what critical theory aims for as something that more experienced adult learners become aware of. It entails “having a grasp of the structure of a discipline, seeing how things are related, using the ideas in novel situations and evaluating, even challenging the knowledge claims embedded in the discipline” (Stoll, L., Fink, D. & Earl, L., 2003, p.67). This is far different from rote learning most children are exposed to – memorizing facts, formulas, etc., which is more of surface learning that goes with an unreflective attitude. Deep learning comes out of sense-making activities, which are made up of conscious attention, organizing and reorganizing ideas, assimilating or accommodating to new ideas and constant reshuffling and reorganizing in efforts to connect ideas to coherent patterns. The following table shows current research opportunities for the youth offered in Qatar’s Science and Technology Park: Qualifications The Qatari government has mandated that nationals be given priority over non-Qataris in public sector jobs. Since these jobs have earned the reputation of having lower educational requirements, than private sector jobs, students who do not wish to pursue post-secondary education flock to these jobs. However, currently, public sector employment is requiring Qataris to meet the education requirements of specific jobs. Graduates of universities are still in great demand for higher paying government postings or private sector employment which offers higher compensation. Ensuring Outcomes of Qatar’s Educational System In ensuring the envisioned outcomes of Qatar’s educational system, the themes of quality, equity and inclusiveness, and portability and mobility need to be the guiding light for decisions regarding policy. Quality of teachers and professors and educational planners need to be sustained with professional development. The curricula, resourcing schools and training centres likewise need to uphold high quality so it can produce quality students. The theme of equity and inclusiveness in education and training involves the campaign for “accessible educational programmes for lifelong learning” ( QGSDP, 2011, p. 125). This theme aims to overcome socioeconomic barriers of age, gender and geography. The theme of portability and mobility promotes variety and choice. This means students and other stakeholders can have their qualifications recognized by educational and training institutions as well as employers. Students can also expect flexibility in their careers to afford time to spend on further education and training. The QGSDP (2011) has identified Qatar’s specific advocacies for its ten-year education strategic plan as follows: “• Define the vision and mission of the strategic plan. • Derive strategic goals and align with key stakeholders. • Conduct a baseline study of education sectors and perform benchmarking. • Integrate existing programmes across all education sectors. • Develop an effective mechanism for evaluation and follow-up. • Align with stakeholders from public and private sectors, civil society organizations and academia and develop a mechanism for communication and coordination.” (QGSDP, 2011, p. 129) Conclusion Qatar has been continuously upgrading its standard of education. It has invested a significant portion of the country’s budget in improving the educational system so that the Qatari people become more learned in initiating innovations and contributing to its knowledge-based economy. However, pursuit of higher education among students who complete secondary level is not as fired up as in other countries. Qataris are complacent that they can easily get employment. Some are not even bothered about earning their own keep in employment because many families are wealthy enough to support their children all throughout their lives. Hence, some families do not value higher education as much as in other countries. In terms making the quality of higher education better in order to result in gainful employment of students, educators should employ more critical thinking processes for the students in their teaching. Critical reflection of learning helps adults to learn more deeply. The process of critical reflection encourages learners to question and possible re-frame a previously held assumption or mindset. It will give learners the confidence to promote and take an alternative perspective on ideas previously taken for granted. The importance of activities that encourage the exploration of alternative personal perspectives, problem-posing, and critical reflection will advance learning, but also it is a commitment made that makes a good critical thinker is to always seek the truth with objectivity, integrity and fair mindedness. This will also engage learners’ interest in the crucial subjects necessary in the formation of knowledge and skills in their country’s industries. Educators in higher learning “can hardly ignore the wealth and variety of individual experiences as a foundation for facilitating learning” (Ellias & Merriman, 1980, p 125). This implies that the adult educator should always consider that adult learners bring with them their own worlds of past experiences, knowledge and skills, along with personalities they have formed all throughout their lives. These should not be threatening to an adult educator’s competence and knowledge, but rather, he or she must take the opportunity to maximize the learners’ backgrounds to introduce further and deeper learning (Ryan, 2009). The Qatar government has invested so much in its educational system in order to achieve its bright vision for the country in the near future. It has high hopes for its youth to equip themselves of knowledge and skills they would need in order to be at par with the world’s finest. Even the best experts in various fields have been commissioned to educate students in Qatar with the latest information so they can stand out from their future competitors. Unfortunately, there are not enough takers. Qataris do not seem to be too bent on pursuing higher education to elevate their ambitions, as they are already comfortable in the lifestyles that they have been accustomed. Since earning income is one of the main objectives of seeking employment after completing higher education, and since a lot of Qataris are already well-off, not much interest is detected in pursuing education more than the compulsory one. With the abundant opportunities offered to Qataris, the youth should be wise enough to avail of these and pursue higher education for their own personal and professional advancement. It is hoped for other countries as well, as higher education is one key to success and stability. Although one is already in a position of wealth, knowledge is still a valued gift because it is one that does not run out, but rather, grow, especially if the knowledge seeker has good intentions for the benefit of others such as his country and the world. References General Secretariat for Development Planning (2012) Qatar’s Third National Human Development Report: Expanding the Capacities of Qatari Youth, GSDP, Doha, Qatar. Haber, P. & Getz, C. (2011) Developing Intercultural Competence in Future Student Affairs Professionals through a Graduate Student Global Study Course to Doha, Qatar, Catholic Education: A Journal of Inquiry and Practice, Vol. 14, No. 4, pp. 463-486. Qatar Foundation, (2012) Retrieved on July 15, 2012 from http://www.qf.org.qa/education Qatar General Secretariat for Development Planning (2011) Qatar National Development Strategy, QGSDP, Doha, Qatar Qatar University (2012) History of Qatar University, Retrieved on July 15, 2012 from http://www.qu.edu.qa/theuniversity/history.php Supreme Education Council ( 2012) Higher Education Institute, Retrieved on July 15, 2012 from http://www.english.education.gov.qa/section/sec/hei/ The Chronicle of Higher Education (2012) Retrieved on July 15, 2012 from http://chronicle.com/academicDestination/Qatar/48/ Appendix A. Higher Education Institutions 1. Northwestern University The line up for Undergraduate Studies is as follows: Bachelor of Science (B.S.) in Communication with a major in Media Industries and Technologies Bachelor of Science (B.S.) in Journalism They do not offer graduate courses. 2. Georgetown University - School of Foreign Service in Qatar The Line Up for Undergraduate Studies is as follows: Bachelor of Science in Foreign Service (BSFS) in International Politics Bachelor of Science in Foreign Service (BSFS) in International Economics Bachelor of Science in Foreign Service (BSFS) in Culture and Politics Certificate in American Studies Certificate in Arab and Regional Studies They do not offer graduate courses. 3. Texas A&M University The Line Up for Undergraduate Studies is as follows: Bachelor of Science in Chemical Engineering Bachelor of Science in Electrical and Computer Engineering Bachelor of Science in Mechanical Engineering Bachelor of Science in Petroleum Engineering The Line Up for Graduate Studies is as follows: Master of Science in Chemical Engineering Master of Engineering in Chemical Engineering 4. Virginia Commonwealth University The Line-up for Undergraduate Studies is as follows: Bachelor of Fine Arts in Fashion Design Bachelor of Fine Arts in Graphic Design Bachelor of Fine Arts in Interior Design Bachelor of Fine Arts in Painting & Printmaking The sole offering for Graduate Studies is Master of Fine Arts in Design Studies 5. Weill Cornell Medical College in Qatar Undergraduate course include 2 years of Pre-Medical Education and Graduate studies include four years of Medical Education (Arabian Campus.com, 2012). 6. Carnegie Mellon University in Qatar The Line-up for Undergraduate Studies is as follows: Bachelor of Science (B.S.) in Biological Sciences Bachelor of Science (B.S.) in Computational Biology Bachelor of Science (B.S.) in Business Administration Bachelor of Science (B.S.) in Computer Science Bachelor of Science (B.S.) in Information Systems 7. College of the North Atlantic-Qatar The Line-up for Undergraduate Studies is as follows: School of Business Studies Diploma in Banking Certificate in Business Administration Diploma in Business Administration – Accounting Diploma in Business Administration – Human Resource Management Diploma in Business Administration – Marketing Diploma in Business Management – Accounting Diploma in Business Management – Human Resource Management Diploma in Business Management – Marketing Certificate in Office Administration Diploma in Office Administration (Executive) School of Engineering Technology Certificate in Chemical Laboratory Technician Diploma in Chemical Processing Technician in Diploma in Chemical Processing Technology Diploma in Electrical Power Systems Technician Diploma in Electrical Engineering Technology Diploma in Electrical Engineering Technology (Power and Controls) Diploma in Instrumentation Engineering Technician Diploma in Instrumentation Engineering Technology Diploma in Mechanical Technician (Industrial Maintenance) Diploma in Mechanical Engineering Technology (Industrial Maintenance) Diploma in Process Automation Engineering Technician Diploma in Process Automation Engineering Technology Diploma in Telecommunications Engineering Technician Diploma in Telecommunications Engineering Technology School of Health Sciences Diploma in Dental Assistant Certificate in Emergency Medical Technician Diploma in Emergency Medical Science Diploma in Environmental Health – Food Safety and Inspection Diploma in Environmental Health – Occupational Health and Safety Diploma in Environmental Health Technology – Public Health Diploma in Medical Radiography Technology Diploma in Pharmacy Technician Diploma in Respiratory Therapy School of Information Technology Diploma in Information Systems – Hardware Diploma in Information Systems – Software Advanced Diploma in Information Systems – Network and Systems Administration Advanced Diploma in Information Systems – Web Developer Technician Preparatory Program (TPP) TAFE Certificate in Electrical Technician TAFE Certificate in Instrumentation Technician TAFE Certificate in Mechanical Technician TAFE Certificate in Process Operator Technician (from http://www.arabiancampus.com/studyinqatar/universities/info/northaltantic_page.html) It does not offer graduate studies. 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