The journey through higher education is about more than academics—it's a complex interplay of preparation, support, and cultural identity.
Imagine embarking on a journey where the path is unclear, the signposts are in a foreign language, and the guides are absent. For many students in Qatar, this is the reality of pursuing higher education. Persistence in higher education—the ability of students to continue and complete their academic programs—is a critical indicator of educational success, yet the factors influencing it extend far beyond academic ability.
In Qatar, a nation undergoing rapid educational transformation, understanding the student experience is key to building a world-class university system. Recent research reveals that student persistence is deeply influenced by a web of interconnected factors including academic preparation, advising quality, and cultural identity 8 . This article explores the qualitative research uncovering what truly drives Qatari students to stay the course or abandon their academic journey.
Student persistence represents more than just staying enrolled—it encompasses the continuous progression toward degree completion despite academic, social, and personal challenges. Unlike simple "retention," which focuses on institutional policies to keep students enrolled, persistence emphasizes the student's active role in navigating their educational path.
The continuous progression toward degree completion despite academic, social, and personal challenges.
Focuses on institutional policies and practices to keep students enrolled.
Theoretical models suggest persistence is influenced by multiple interconnected factors: the student's background and preparation, their social and academic integration into the institution, and the quality of their educational experience 4 . In Qatar's unique context—where traditional culture meets rapid modernization—these factors take on special significance. The country's educational landscape blends public and private institutions, local and international curricula, and diverse student populations including both Qatari nationals and expatriates 1 3 .
A groundbreaking qualitative study published in the Near and Middle Eastern Journal of Research in Education took a novel approach to understanding persistence challenges faced by Qatari students 8 . Rather than testing predetermined hypotheses, researchers used open-ended interviews to explore the authentic student experience.
The research team employed in-depth, semi-structured interviews with 35 students from Qatari higher education institutions 8 . The methodology was specifically designed to capture rich, detailed perspectives:
Researchers engaged a diverse cross-section of students to represent various academic backgrounds and experiences.
Interview transcripts were analyzed using thematic analysis, where responses were coded and grouped into emerging patterns and themes.
Through probing interview techniques, researchers encouraged students to share their personal narratives, beliefs, and challenges.
This approach allowed themes to emerge organically from student narratives rather than being constrained by pre-existing frameworks.
| Aspect | Description |
|---|---|
| Research Approach | Qualitative, grounded theory |
| Data Collection | Semi-structured interviews |
| Sample Size | 35 students |
| Analysis Method | Thematic analysis |
| Focus | Student perceptions, beliefs, and experiences |
The research revealed several critical barriers that disrupt students' educational journeys. These challenges often intersected and compounded one another, creating complex obstacles to persistence.
For many Qatari students, the Foundation Program—a preparatory year intended to bridge secondary school and university—presented an unexpected hurdle rather than a support 8 .
Perhaps the most striking finding was the widespread perception of absent or mismanaged academic advising 8 .
Researchers identified a troubling disconnect between secondary schools and higher education institutions 8 .
"I was prepared for the science, but the English held me back."
| Barrier Category | Specific Challenges | Impact on Persistence |
|---|---|---|
| Language & Academics | English proficiency demands; Foundation Program challenges; academic shock | Reduced academic confidence; extended time to degree |
| Support Systems | Inadequate advising; limited mentoring; superficial student support | Diminished sense of belonging; lack of guidance during critical decisions |
| Academic Preparation | Disconnect between secondary and higher education; limited critical thinking development | Difficulty adapting to university expectations; academic underperformance |
The research revealed that persistence extends far beyond academic preparation into deeper cultural and social dimensions that shape the student experience.
Students navigated complex questions of cultural identity as they moved through educational systems that sometimes reflected Western educational norms more than local Qatari values 3 8 .
This tension between traditional knowledge systems and globalized educational approaches created what one researcher termed "cultural dissonance"—a sense of disconnect between students' home cultures and their academic environments.
The study noted concerns about "erosion of cultural identity and religious values" in educational settings, particularly as English often dominated over Arabic in academic contexts 3 .
Persistence proved to be strongly influenced by students' social support networks, including family, peers, and faculty relationships 8 .
When these networks were strong, they provided crucial emotional and practical support during academic challenges. When they were fragile or absent, students struggled to overcome obstacles.
Qatar's unique social fabric—with its strong emphasis on community and familial bonds—typically serves as a protective factor for wellbeing 3 . However, the research suggested that these support systems were not always effectively leveraged to support academic persistence.
Understanding student persistence requires specialized methodological approaches tailored to capture the richness of human experience. The tools and methods used in qualitative education research are as important as laboratory equipment in the natural sciences.
| Research Tool | Function in Studying Student Persistence |
|---|---|
| Semi-structured Interviews | Allows researchers to explore specific topics while remaining open to unexpected insights and personal narratives |
| Thematic Analysis | Enables identification of patterns and themes across multiple student experiences |
| Purposive Sampling | Ensures diverse student perspectives are included in the research |
| Grounded Theory Approach | Allows theories to emerge from data rather than imposing pre-existing frameworks |
| Visual Research Methods | Can help participants express complex experiences through drawing or other visual media |
These methodological tools create what researchers call "thick description"—rich, contextualized understanding of student experiences that goes beyond surface-level statistics about retention rates. They allow investigators to answer not just whether students persist, but why and how they navigate their educational journeys.
The research findings point toward concrete strategies for enhancing student persistence in Qatar's higher education landscape:
Addressing the disconnect between secondary and higher education requires intentional bridging programs that go beyond linguistic preparation to include:
Research suggests that early intervention—even before students begin their university programs—can significantly impact persistence outcomes 8 .
Transforming advising from a transactional activity to a developmental relationship represents another promising direction. Effective approaches include:
These strategies acknowledge that persistence is influenced by both intellectual and emotional factors .
Supporting persistence requires educational models that honor rather than marginalize students' cultural identities. This includes:
As one study noted, wellbeing and academic success are deeply interconnected with cultural context 3 . Educational approaches must respect this relationship to effectively support student persistence.
Qualitative research into student persistence reveals a fundamental truth: supporting students' educational journeys requires understanding the whole person—their academic preparation, their support systems, and their cultural identity.
As Qatar continues its impressive educational development, placing student experiences at the center of reform efforts will be essential. The recent 12% surge in Qatar's Education Quality Index 1 demonstrates the country's commitment to educational excellence. By building on this progress with attention to the human dimensions of education revealed through qualitative research, Qatar can create a higher education system that not only produces graduates, but nurtures resilient, engaged learners capable of persisting through challenges.
The journey toward educational persistence begins by listening to those on the path—and designing supports that honor the complexity of their experiences. As one researcher aptly noted, we must create educational environments where students are active participants in their journey, not merely "along for the ride" .
For further details on the research discussed in this article, please refer to the original study: Khalifa et al. (2016) "A Qualitative Study of Student Attitudes, Perceptions, Beliefs, Outlook and Context in Qatar: Persistence in Higher Education" in Near and Middle Eastern Journal of Research in Education.