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Increasing the number of petroleum engineering students in the United Arab Emirates: an improvement model
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Running head: INCREASING THE NUMBER OF PETROLEUM ENGINEERING
STUDENTS IN THE UNITED ARAB EMIRATES
1
INCREASING THE NUMBER OF PETROLEUM ENGINEERING STUDENTS IN THE
UNITED ARAB EMIRATES: AN IMPROVEMENT MODEL
by
Faisal Al Ali
_____________________________________________________________________
A Dissertation Proposal Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2017
Copyright 2017 Faisal Al Ali
INCREASING THE NUMBER OF PETROLEUM ENGINEERING STUDENTS IN THE
UNITED ARAB EMIRATES
2
Abstract
This study utilizes Clark and Estes’ (2008) gap analysis framework to develop an improvement
model for the scholarship division at the Abu Dhabi National Oil Company (ADNOC). The
purpose of this research was to identify the root causes of the low number of Emirati students
applying for scholarships in petroleum engineering and to understand the lack of participation of
women in the field. The methodological framework was a mixed method approach querying the
parents of 533 students studying petroleum engineering at the Petroleum Institute in Abu Dhabi.
A survey entitled “Career Choice for Emirati Students” was sent to 533 parents, and six
randomly selected parents were subsequently interviewed. Further analysis was conducted using
frequencies and descriptive analysis. Findings from this study revealed that parents of ADNOC
scholarship student required guidance in identifying resources available to them to help make
career decisions. This study also found that to encourage females to enter the field of petroleum
engineering, there was a need for more female role models. Solutions developed through this
study seek to bridge gaps that exist between current practices at the scholarship division and the
desired results. The study also contributes transferrable approaches that may be applicable to
other careers that face similar lack of participation from Emirati students.
INCREASING THE NUMBER OF PETROLEUM ENGINEERING STUDENTS IN THE
UNITED ARAB EMIRATES
3
DEDICATION
This work is dedicated to the soul of the father of the nation, the founder of the United Arab
Emirates, Shiekh Zayed Bin Sultan Al Nahyan, to the mother of the nation Her Highness
Sheikha Fatima bint Mubarak and to the leadership of United Arab Emirates.
His Highness Sheikh Khalifa Bin Zayed Al Nahyan the president of the United Arab Emirates.
His Highness Sheikh Mohammed bin Rashid Al Maktoum, the Vice President and Prime
Minister of the UAE, and Ruler of Dubai.
His Highness Sheikh Mohamed bin Zayed Al Nahyan, Crown Prince of Abu Dhabi, Deputy
Supreme Commander of the UAE Armed Forces.
INCREASING THE NUMBER OF PETROLEUM ENGINEERING STUDENTS IN THE
UNITED ARAB EMIRATES
4
ACKNOWLEDGEMENTS
I give praise and thanks to the Lord who has been so generous with me. He has blessed
me by giving me opportunities and loving people in my life. He has carved out pathways for me
to achieve my dreams.
There are many people who I wish to acknowledge, as they have been the catalysts behind my
success. Words cannot express the gratitude I have for my parents and all that they have done for
me in my life. I am forever grateful to you mom and dad.
I would like to acknowledge my better half, my wife Mrs. Mariam Al Harmoodi, who inspired
me to join this world-class university and without her continuous encouragement and support I
would not be able to complete the program. I thank her very much for everything and for her
beautiful presence in my life and to prioritize our family life on her personal life by giving birth
to our angels Shama, Mohamed, Falah, Khalifa and Saud. I would like to acknowledge every
member of my family who supported me by encouraging me and by understanding my time
limitation.
I would like to acknowledge His Highness Sheikh Nahayan bin Mabarak Al Nahayan, who
has always been a leader and a role model. Thank you very much your highness.
I would also like to acknowledge Mr. Mohamed Sheliwih Al Qubaisi who inspired me to enter
the field of education and became my mentor in my professional career and an advisor
throughout my journey. Thank you very much Mr. Al Qubaisi. I would like to acknowledge H.E
Mr. Abulla Naser Al Suwaidi for his support and encouragement to continue my studies.
I would like to acknowledge Dean Gallagher whom I met in Abu Dhabi. I would like to
acknowledge my dissertation chair Dr. Mark Power Robison, Chair of the Global Executive EdD
INCREASING THE NUMBER OF PETROLEUM ENGINEERING STUDENTS IN THE
UNITED ARAB EMIRATES
5
Program, whose leadership, guidance and supervision was key for our success in this program. I
would like to acknowledge all of the professors of the Global Executive Doctor of Education
program and the administration team.
I would like to acknowledge my colleagues Jumma Rashid Al Ali, Capt. Jassim Al Khamiri, Dr.
Ali Al Sumaiti, Dr. Rashed Al Zahmi and Ahmed Hanaya Al Suwaidi for their continued support
during the past years. I would like to acknowledge my friends Dr. Tayeb Kamali, Dr.
Abdulhannan Kareem and Dr. Sultan Karmostaji who introduced me to the University of
Southern California and the Global Executive Doctor of Education program and for their
continued support from the beginning till my graduation. Thank you
I would like to acknowledge my colleagues. Thank you very much cohort four for this
unforgettable experience. I would like to acknowledge my best friend Mohamed Al Harmoudi
who made it a mission to be there for me during this period. Thank you brother.
Looking at this long list of people whom I appreciate, I feel truly blessed. Each of you has
contributed in my journey towards this goal.
INCREASING THE NUMBER OF PETROLEUM ENGINEERING STUDENTS IN THE
UNITED ARAB EMIRATES
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TABLE OF CONTENTS
Chapter 1: Introduction 8
Background of the Problem 9
Importance of Addressing the Problem 13
Organizational Context and Mission 13
Organizational Performance Status 14
Organizational Performance Goal 15
Description of Stakeholder Groups 16
Stakeholders’ Performance Goal 17
Stakeholder Group for the Study 17
Purpose of the Project and Questions 18
Conceptual and Methodological Framework 19
Definitions 19
Organization of the Dissertation 20
Chapter 2: Literature Review 21
Educational History of the UAE 21
Parental Involvement in Educational Decisions 24
Stakeholder Knowledge, Motivation, and Organization Influences 29
Chapter 3: Methodology 39
Methodological Framework 39
Assumed Performance-Based Influences 41
Participating Stakeholders 43
Data Collection 44
Validation of the Performance Needs 46
Trustworthiness of Data 47
Role of Investigator 48
Data Analysis 49
Limitations and Delimitations 49
Chapter 4: Results and Findings 51
Results and Findings for Knowledge Needs 51
Synthesis of Results and Findings for Knowledge Needs 58
Results and Findings for Motivation Needs 59
Synthesis of Results and Findings for Motivation Needs 65
Results and Findings for Organization Needs 66
Synthesis of Results and Findings for Organization Needs 78
Summary of Results for Knowledge, Motivation and Organizational Needs 81
Chapter 5: Solutions, Implementation, And Evaluation 84
Validated Needs 84
Solution One: Information Campaign 86
Solution Two: Reevaluating Salary packages and Creating Value 91
Solution Three: Mentorship Program 93
INCREASING THE NUMBER OF PETROLEUM ENGINEERING STUDENTS IN THE
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Proposed Solutions to Implement 96
Evaluation Plan 104
Future Research 108
Conclusion 109
References 111
Appendixes 118
Appendix A: Survey 118
Appendix B: Interview Protocol 123
INCREASING THE NUMBER OF PETROLEUM ENGINEERING STUDENTS IN THE
UNITED ARAB EMIRATES
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CHAPTER 1
INTRODUCTION
One of most important challenges plaguing Gulf countries like the United Arab Emirates
(UAE) is the ability to produce human talent in the science, technology, engineering, and math
(STEM) fields (Marcel, 2005). The UAE has traditionally relied upon foreign talent for their
human capital, however, with the continued growth of the oil industry and the decline of interest
in sciences, the UAE can no longer rely on foreign talent. In response, government intervention
programs such as state funded universities, full scholarships and nationalization programs were
designed to integrate nationals into the job market. These programs demonstrated success to a
certain degree, but the oil industry has always been one of specialized trades, and there is a
mismatch in the talent available to take over from foreigners who worked past retirement age
(Marcel, 2005). The number of Emirati students enrolled in scientific disciplines is minimal
when compared to that of non-oil producing countries (Marcel, 2005). This low enrollment will
continue the cycle of shortages and hinder the growth the UAE seeks.
Parental involvement can be a significant factor in career choice. The purpose of this
study was to address the challenge of attracting Emirati students particularly women into
scholarships in the petroleum engineering discipline and the role that parents play in these career
decisions. Clark and Estes’ (2008) gap analysis was utilized to conduct surveys and interviews of
parents to determine their view of the petroleum engineering career and the extent of their
support for it as a career choice. Findings from these sources were used to generate solutions that
would better inform parents of career choices.
INCREASING THE NUMBER OF PETROLEUM ENGINEERING STUDENTS IN THE
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Background of the Problem
The UAE is a significantly wealthy nation endowed with an abundance of onshore and
offshore oil and gas reserves. Prior to the unification of the emirates in 1971 and long before the
discovery of oil in 1960, the region was very poor and mainly comprised of Bedouin tribes. The
people of the UAE relied heavily on their fishing, agriculture and pearling heritage (Alsayegh,
2001). The discovery of oil catapulted this nation into the modern era. What took most
developed nations decades to achieve, the UAE attained in a relatively short period of time,
mostly due to its reliance on oil production and exportation (Alsayegh, 2001).
UAE experienced economic, political and social stability as a result of its oil reserves.
Politically, the UAE maintained its tribal roots by having a ruling royal family who governs the
nation. In recent years, a cabinet of elected members was also introduced to give decision-
making power back to people of the nation. The political strategy has also been to have warm
relations internationally as to avoid disturbing the peace of the country. Revenues from oil have
also allowed for building up the country’s economic infrastructure (Shihab, 2001).
Transportation, communication, sewage, water and electric systems are all investments made
possible due to the discovery of oil, and providing a high standard of living for Emirati nationals
maintains social steadiness in the region. In addition to high salaries, Emiratis have access to free
and extensive health services, education, and social welfare.
The UAE’s growth and strength have been directly tied to the oil in the region. UAE
holds 10% of the world’s oil reserves and, at its current rate of production, oil reserves can carry
the UAE for at least 122 years (Shihab, 2001). In addition, the UAE also has 4% of the natural
gas in the world, and its reserves of natural gas can sustain economic growth and development
for an additional 60 years, yielding a greater picture of the role that oil plays in the region.
INCREASING THE NUMBER OF PETROLEUM ENGINEERING STUDENTS IN THE
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The UAE has always had a small population and has traditionally relied on foreign labor
to sustain its rapid growth and development. By the year 2000, 30% of the population were
international migrants (Tabutin & Schoumaker, 2005). However, as its national population
grows, a shift towards reorganization of infrastructures and education reform becomes a priority.
It is prudent for the UAE to place its most prized industry in the hands of local talent and to
reduce the dependence on foreign labor in the oil industry. The large-scale attrition of the foreign
workforce is already underway as expatriates retire and new petroleum engineers are reluctant to
move to the UAE (ADIPEC, 2014). It is estimated that as many as 50% of the petroleum
engineers worldwide will retire in the next 10 years (ADIPEC, 2014). While there will be no
quick fix for the shortages, a comprehensive change in education will be needed to stimulate
interest in the field of petroleum engineering.
The 2002 United Nations Development Program’s (UNDP) Arab Human Development
Report indicated that higher education systems were not responding to labor market needs for
science and technology (Marcel, 2005). In the decade following this report, UAE worked
tirelessly to improve the school model and to raise academic outcomes. Abu Dhabi Education
Council (ADEC) was established to improve student learning and raise academic standards. In a
2005 census report, over 51% of Emiratis were fifteen years of age or younger. This finding
indicated that there would be an influx of young Emiratis entering higher education institutes
and, subsequently, the UAE work force (Sharif, 2013). The need for universities saw
unprecedented growth; the UAE government also diversified its programs in order to
accommodate the number of students wishing to enter postsecondary schools. Educational
institutions such as public and private universities, vocational training institutes and military
colleges were opened. However, as students graduated, the problems addressed in the UNDP
INCREASING THE NUMBER OF PETROLEUM ENGINEERING STUDENTS IN THE
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report became even more apparent. First, there was an oversupply of graduates and, second, there
was a shortage of skills needed in the market place (Sharif, 2013).
The UAE’s education system has greatly improved, but there is still a failure in the
system in terms of promoting sciences and technology and of a quality of education that does not
match the sophisticated skills required by the market. Young graduates are left with feelings of
frustration and resentment when they are unable to secure jobs or, when they are employed,
cannot perform their jobs adequately. This frustration leads to graduates turning to the
government for solutions (Sharif, 2013). There is also the belief that public sectors pay
handsomely (Daleure, Albon, Hinkston, Ajaif &McKeown, 2015), and, as such, Emiratis expect
the government to create jobs in the public sector instead of venturing into the private sector. In
2005, UAE nationals comprised 20% of the population, and 10% were in the workforce. In spite
of this small number, the unemployment rate among UAE nationals was still high (Gitsaki,
2011). In order to combat the rates of unemployed Emiratis, the government intervened with an
Emiratization program whereby Emiratis received preference in the government sector. By the
end of 2009, the public sector was saturated, and the push to prepare Emirati graduates for
private sector positions became imminent (Gitsaki, 2011).
In spite of the fact that the oil sector is the primary source of funding for the nation, only
1.6% of the national labor force is involved in the quarrying, petroleum extraction and mining
sector (Shihab, 2001). Data also reveals that, in 2006, graduates in the arts outnumbered those in
the sciences 1.4 to 1, similarly 77% of graduates majored in the arts and only 49% majored in
sciences (Gozale et al., 2008). Therefore, the UAE took steps to rectify the problem. One of
these efforts is the formation of the Petroleum Institute (PI) in Abu Dhabi. The institute is
modeled after western universities and is fully funded by Abu Dhabi National Oil Company
INCREASING THE NUMBER OF PETROLEUM ENGINEERING STUDENTS IN THE
UNITED ARAB EMIRATES
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(ADNOC). PI currently offers five disciplines: petroleum engineering, chemical engineering,
mechanical engineering, electrical engineering and petroleum geosciences engineering. In 2001,
PI had its first class of 139 male undergraduate students. In 2006, 104 female undergraduate
students were introduced into the program to create gender balance within the industry. Today,
over 800 male and 600 female students are studying in one of the five engineering disciplines
offered by PI.
The UAE continues to be one of the largest oil and gas producers in the world with
reserves of about 98 billion barrels (Shayah, 2015). Petroleum oils and crude make up the largest
export in the UAE. In fact, crude oil makes up 22% of the UAE’s GDP. Abu Dhabi, the capital
of the UAE, has 10% of the world’s oil reserves. In spite of these staggering statistics, nationals
are underrepresented both qualitatively and quantitatively in the oil and gas industry (Shayah,
2015). The skill level of Emirati petroleum engineers is not equivalent to the market standards
and their representation is low in numbers. Emirati students’ participation in STEM fields is low
as compared to national students’ participation in those fields in non-oil dependent countries
such as Korea (34%), Algeria (50%) and China (53%). There is an expectation that foreigners
are here for both menial and experienced skilled jobs, and, as such, nationals queue for public
sector jobs, which have become almost like a welfare system designed to settle the local
population (Gitaski, 2011). The demand caused an overload of the public sector, leaving many
educated nationals unemployed. Until now, the UAE has depended on foreign talent and imports,
but this can create lasting political, economic and social concerns (Alabed et al., 2008).
While there has been progress in the region in promoting the oil sector in education, there
still remains a gap between the talent needed and the supply available. There is also urgency to
the matter, as foreign labor in these specialized areas can no longer be easily acquired. As such, a
INCREASING THE NUMBER OF PETROLEUM ENGINEERING STUDENTS IN THE
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more comprehensive discussion needs to take place with all stakeholders in devising policies and
strategies to alleviate the situation.
Importance of Addressing the Problem
The problem of low numbers of petroleum engineering students and lower participation
of women is important to solve for several significant reasons. Lack of effort from nationals in
innovative fields will increase dependence on importation of technology, machinery and
equipment. Foreign nationals have already and will continue to have an impact on the social
fabric of the UAE. Cultural norms, language and religion are affected by foreign influence, and
there is also fear that ethnic, social and political ideas will destroy the order in place
(Kapiszewski, 2015). It is apparent that having a highly skilled Emirati workforce and a self-
sustaining economy is the only way to achieve global success. Moreover, women are
increasingly entering higher education institution and not utilizing this talent is detrimental for
the economic vision of the nation (Samulewicz, Vidican, & Aswad, 2012). Participation of
women in the petrochemical sector can have a substantial impact of the industry’s future.
Organizational Context and Mission
ADNOC, a government-owned organization, was established in 1971 in Abu Dhabi. The
UAE is comprised of seven emirates: Abu Dhabi, Dubai, Sharhaj, Ajman, Ras Al Khaima, Um al
Kwain, and Fujairah. ADNOC is a holding enterprise that is comprised of eighteen subsidiary
companies. Combined, these entities operate both upstream and downstream processes in the oil
and gas industry. The division studied herein is the Scholarship Division within ADNOC that
was formed in 1974 to educate and develop nationals in fields deemed critical to the success of
ADNOC and all associated enterprises. ADNOC Scholarship Division offers grants to students
interested in fields of study such as petroleum engineering, chemical engineering, mechanical
INCREASING THE NUMBER OF PETROLEUM ENGINEERING STUDENTS IN THE
UNITED ARAB EMIRATES
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engineering and geosciences. These grants include generous monthly allowances, travel benefits,
all tuition, accommodation, and book allowance as well as semester-end bonuses for academic
performance. Students enrolled with ADNOC scholarships have the opportunity to attain
undergraduate and post graduate education in reputable academic institutions in twelve countries.
The scholarship program also offers workshops and training courses during the summer semester
for those interested in further development. Upon completion, graduates are guaranteed
employment at ADNOC with generous remuneration packages. Currently, 5000 students are
enrolled with ADNOC scholarships: 3000 males and 2000 females. ADNOC Scholarship
Division’s mission is to empower Emirati youth in careers that are critical to ADNOC and to the
UAE economy. ADNOC hopes to raise awareness and increase the number of post-secondary
students interested specifically in the engineering fields.
Organizational Performance Status
The organizational performance challenge of focus in this dissertation is the small
number of UAE nationals principally women applying for Abu Dhabi National Oil Company
scholarships in the field of petroleum engineering. Statistical data within the Scholarship
Division reveal that only 5% of applicants are interested in scholarships in petroleum
engineering (Maersk, 2014). ADNOC has 55,000 employees, 32% of whom are Emirati, but it
hopes to Emiratize engineers by 75% in the next five years in keeping with the UAE’S
Emiratization program (ADNOC, 2009). To meet this goal, ADNOC would have to ensure that
1300 new Emirati engineers are hired every year to add to the current workforce and to replace
foreign workers. Unfortunately, as a country that has increasingly relied on foreign skilled
workers, the UAE struggles to replace the foreign workforce with young Emirati talent (Maersk,
2014). The small workforce is not an issue exclusive to the UAE; in fact, shortages in manpower
INCREASING THE NUMBER OF PETROLEUM ENGINEERING STUDENTS IN THE
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are a regular occurrence in the petroleum industry worldwide (OPEC, 2014). OPEC predicts that
the Middle East will remain as a leader in crude exporting (OPEC, 2014). Considering this
prediction and the fact that ADNOC announced it will increase oil production from 2.8 million
barrels a day to 3.5 million by the year 2018 into account, the impending shortages become
apparent (OPEC, 2014). Oil and gas have been and continue to be a substantial part of the world
economy. Specifically in the UAE, national wealth and stability are derived from the oil and gas
industry (Marcel, 2005). As such, lack of interest among nationals for petroleum engineering is
of concern.
Organizational Performance Goal
ADNOC Scholarship Division currently has a ten -year plan in that it hopes to have
graduated 570 Emirati petroleum engineers by December of 2023. This is in addition to the 553
that are already in the pipeline. Accomplishing this goal would mean that, every year, 137
Emirati petroleum engineers need to graduate from the program. . A government-wide plan to
nationalize the work force, especially the oil industry, entails that the ADNOC Scholarship
Division work strategically with secondary schools across the UAE to ensure that full
scholarships in the field of petroleum engineering are available to recruit talented Emirati
students. The students would be offered full scholarships to pursue a career in petroleum
engineering and would need to adhere to strict guidelines and goals in order to retain their
scholarship funding. These requirements are primarily meant to keep the students on track and to
protect ADNOC’s investment. The students in the program would receive the necessary support
to succeed, including preparatory programs, extra assistance outside of class, and summer
programs. Students’ progress would be monitored each term to ensure goals were met. ADNOC
INCREASING THE NUMBER OF PETROLEUM ENGINEERING STUDENTS IN THE
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scholarship division’s goal achievement would be measured yearly by the number of graduates
who enter the ADNOC workforce as petroleum engineers.
Description of Stakeholder Groups
The key stakeholder groups at ADNOC Scholarship Division in the context of this dissertation
are the students, parents, administrative staff and ADNOC board members. These individuals
have a direct role in meeting the organizational goal of focus in this dissertation. The students
involved are all Emirati nationals from the seven states that make up the UAE. They are integral
to the cause as they respect and value education and are interested in pursuing causes that are
important to ADNOC and to the UAE’s economic future. The role of the parents is to recognize
talent and skills and to foster and encourage students to pursue petroleum engineering as a field
of study. Most of these parents have seen the harder times of life, before the oil boom, and have a
greater appreciation for their children’s education and success in the global world. The role of
the administrative staff is to process applications and to facilitate students’ educational pursuits.
ADNOC Scholarship Division’s main headquarters in Abu Dhabi consists of 45 administrative
staff members, 90% of whom are Emirati nationals. Most of the administrative staff have gone
through the process of higher education themselves and understand the challenges that potential
students may endure. The role of the ADNOC board members is to serve as an advisory council,
to provide an opportunity for students to explore petroleum engineering as a career, and to raise
funds and to provide placement opportunities for graduates.
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Stakeholders’ Performance Goal
Table 1
Organizational Mission and Performance Goal
Organizational Mission
The mission of the ADNOC Scholarship Division is to provide scholarships in key areas of
economic importance to the UAE.
Organizational Performance Goal
By December 2023, ADNOC hopes to have 570 Emirati graduates in the field of petroleum
engineering.
ADNOC Board
Members
By December 2018,
ADNOC will conduct
an overview of its 10-
year plan to assess
progress toward
compliance.
Scholarship Admin
Staff
By June 2020,
ADNOC Scholarship
Staff will have
successfully
processed and
facilitated at least 570
Emirati nationals in
completing a degree
in petroleum
engineering
Students
By December 2023,
570 students will
demonstrate the
necessary
proficiencies to earn
an engineering degree
and become
petroleum engineers.
Parents
By May 2018,
parents will inform
and support their
children in pursuing
a career in petroleum
engineering, yielding
the annual target of
114 applicants.
Stakeholder Group for the Study
Close collaboration and cooperation among all stakeholders is critical to bring about
positive change that supports the organizational goal. However, for practical reasons, the study
focuses on parents as the key stakeholder group. The UAE is still a conservative and collectivist
society governed by its deep culture and religion. Traditional Muslim values still play a role in
the household and in how men and women interact in both the school and work setting. Decision
making is usually left to the patriarchs of the family. This structure means that parents play a
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vital role when it comes to not only choosing career paths but also to how far the pursuit of
education goes. The goal is to educate parents about the importance of petroleum engineering in
the UAE’s economic future and as a meaningful career path. Parental involvement plays a key
role in guiding students into the engineering disciplines as careers. In the past, many people
making the decisions for their children were themselves unqualified, as higher education was not
of importance until recently (Marcel, 2005). This meant that there was no clear direction for
eager young Emiratis. Many entered fields chosen by their families and had no motivation or
intrinsic fulfillment. Parental aversion to non-traditional careers such as engineering also had an
impact on the choices students made (Samulewicz, Vidican, & Aswad, 2012). Female students
suffered, as families were uncomfortable with daughters pursuing male-dominated careers.
Likewise, males followed in their fathers, uncles and older siblings’ footsteps by joining the
military or the police force, which were easily accessible without the need for higher education.
As such, it is critical to understand parental attitudes and involvement when it comes to the
factors students face when deciding to enter petroleum engineering as a career.
Purpose of the Project and Questions
The purpose of this project is to conduct a gap analysis to examine the root causes of the
lack of interest in applying for scholarships in petroleum engineering and to understand the low
participation of women in the petroleum engineering field. As noted above, a full gap analysis
would take into consideration all key stakeholders involved. However, for practical reasons, this
study focuses on parental involvement and the gaps that exist in knowledge and skill, motivation,
and organizational resources that interfere with students’ decisions to pursue a career in
petroleum engineering. The analysis begins by formulating possible influences that will be
INCREASING THE NUMBER OF PETROLEUM ENGINEERING STUDENTS IN THE
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examined analytically and from which validated influences will be determined. Two questions
will guide the study:
1. What are the knowledge and skills, motivation, and organizational influences from
the parents’ perspective that impact ADNOC’s goal of having 570 Emirati petroleum
engineers by December of 2020?
2. What are the recommended knowledge and skills, motivation, and organizational
solutions?
Conceptual and Methodological Framework
This study explores how parental involvement can help in understanding the lack of
students’ pursuing careers in the petroleum engineering field. Clark and Estes’ (2008) gap
analysis approach is utilized in order to identify influences and to determine strategies to
improve the number of students applying for scholarships in the field of petroleum engineering.
Using this conceptual framework, an organizational goal was identified, and analysis will focus
on understanding the gap between the organizational goal and actual performance. The
methodological framework is a qualitative case study utilizing descriptive statistics. Interviews,
document analysis and literature review will be used to assess influences. Recommendations
made will be based on solutions found through the research.
Definitions
ADNOC: Abu Dhabi National Oil Company.
Emiritization: Structural process whereby the government hopes to develop UAE
nationals’ skills and knowledge in targeted professions by making jobs available only to
nationals.
Emirati: Citizens of UAE.
INCREASING THE NUMBER OF PETROLEUM ENGINEERING STUDENTS IN THE
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Expatriates: Foreign individuals living and working in the UAE.
Gendering: The attribution of maleness or femaleness to circumstances
PI: Petroleum Institute.
UAE: United Arab Emirates
Organization of the Dissertation
Five chapters are used to organize this dissertation. Chapter 1 discussed the foundation of
the study and the background behind the research. A clear description of the organization’s
mission, goals and stakeholders was provided along with a brief discussion of the gap analysis.
Key terminology surrounding the field of petroleum engineering in the United Arab Emirates is
also presented. Chapter 2 documents current literature and the implications that it has on the
study at hand. Topics about sociocultural context, education in the region and types of parental
involvement as well as the importance of oil are discussed. Chapter 3 details the methodological
approach utilized and the limitations that may occur in selection of participants, collection of
data and analysis. Chapter 4 presents data analysis and results. Chapter 5 provides findings and
links to existing literature. Based on the data, recommendations are presented along with
implications, limitations and counsel for future research.
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CHAPTER 2
LITERATURE REVIEW
The following is a literature review of parental involvement in influencing career choice
of Emirati nationals in the petroleum-engineering field. The literature review is divided into
several areas to examine parental involvement. The chapter reviews the history of the region in
terms of education, parental involvement; and gendering. The theoretical framework is also
discussed with a look at parental involvement through knowledge, motivation and organizational
concepts.
Educational History of the UAE
Prior to the unification of the emirates in 1971 and long before the discovery of oil in
1960, the region was very poor and mainly comprised of Bedouin tribes, most notably the Bani
Yas tribe. The people of the region relied heavily on their fishing, agriculture and pearling
heritage. The UAE is described as a long standing port for pearl trade and of providing income
and employment for its people (Gitaski, 2011). Alsayegh (2001) describes a life of contentment
for the people who preferred the simple Bedouin traditions and manner of living. This Arab way
of life remained for much of the early 20th century. In accordance with the seasons, many men
adapted more than one occupation depending on the time of year (Gitsaki, 2011). The discovery
of the cultured pearl by the Japanese and the taxation on pearl trade by India destroyed the
wealth that the country experienced from pearl trading. Poverty, illness and illiteracy were
directly related to this.
The Discovery of Oil
Alsayegh (2001), Gitaski, (2011) and Gaad, Arif and Scott (2006) mark the discovery of
oil in 1960 as a turning point in education in the region. In 1966, Sheikh Zayed bin Sultan Al
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Nahyan, one of four sons of Sheikh Sultan Al Nahyan took over the reins of the state known as
Abu Dhabi. He brought forth a new vision in educating the people of the UAE. Sheik Zayed
increased contribution to the state’s development fund and took on the massive task of building
infrastructures, which included schools (Alsayegh, 2001). In the year 2000, 30% of the
population consisted of international migrants (Tabutin & Schoumaker, 2005). With the influx of
foreign nationals also came changes in society and culture. Education, which had always been a
priority for Sheikh Zayed, now became necessary and mandatory in the region that moved
rapidly towards a global world.
Current Higher Education Situation
Gaad et al. (2006) call the system of higher education in the UAE a new concept in
comparison to that of other countries. Traditionally, schools in the UAE consisted of reading and
understanding the Quran, the holy book in Islam. This tradition produced a culture in education
that focused on memorization more than creativity and critical thinking. Gaad et al. (2006) also
describe the classes as being segregated by gender. The existing four-tier educational system was
established in 1970 and all nationals were provided free access to primary and secondary
education. The first university in the UAE was established in 1978, and federally funded colleges
emerged in 1988 (Gaad et al., 2006). From the onset of the establishment of the first university,
illiteracy rates for both males and females significantly decreased, but the need to overhaul the
education system remained. In 2009, the Abu Dhabi Plan 2030 was introduced as a roadmap for
educational development in the UAE. The plan is to be reviewed every five years to ensure that
improvements are made in the educational sector. Gaad et al. (2006) describe the current higher
educational system as divided into two sectors: public and private. Public institutions offer UAE
nationals tuition-free education and are affiliated with the UAE Ministry of Education (MOE),
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UAE University, Zayed University and the Higher Colleges of Technology are among these
institutions, with several campuses across the UAE. All other institutions are considered private.
In 1997, only five licensed universities existed in the UAE. By 2008, there were about 58
and today there are over 102 accredited institutions. Although there has been growth within the
higher educational sector, challenges in attracting and retaining nationals in critical careers such
as petroleum engineering persist. Gaad et al. (2006) concur that UAE places growing emphasis
on research and higher education. However, cultural challenges inhibit the evolution that the
government seeks. Encouraging students to take advantage of free higher education and
motivating them to enroll in technical majors still prove to be a struggle (Gaad et al., 2006). UAE
nationals make up 22% of the total population; from this, only 12% hold a higher education
designation from a university within the UAE and / or abroad (Gonzalez et al., 2008). In 2016,
the UN estimated UAE population at 9.4 million, only 10% of this number are believed to be
Emiratis.
Importance of Petroleum Engineering Careers
Alsayegh (2001) reports that life after the pearl trade diminished was difficult for the
people of the region. Oil was the savior that brought people of the UAE out of dire conditions.
Even today, as UAE attempts to move towards a more knowledge-based economy, dependence
on the oil sector to fund for other resources is evident. UAE is the fourth largest exporter of
crude oil in the gulf and has the sixth largest proven reserves of crude oil and seventh largest
reserves of natural gas in the world (Alabed, 2008). According to Alabed (2008), the UAE is not
utilizing its maximum potential of its hydrocarbon sector. This is to say that insufficient
development and lack of manpower is restricting the UAE. Alabed (2008) goes on to state that
the UAE has a long-term mission of expansion; however, large projects require adequate
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planning, and, without the highly trained and skilled individuals in the hydrocarbon sector, the
UAE cannot move forward with projects.
Parental Involvement in Educational Decisions
Daleure et al. (2015) explains how the west differs from the UAE with the use of
Hofstede’s model. Daleure et al. (2015) found that countries like the UAE have a collectivist
society. Marcel (2005) and Crabtree (2007) also indicate that Arab societies operate in a
collectivist manner, promoting interdependence and supporting discussion in all aspects of
decision-making.
Parental Roles in the UAE
According to Schvaneveldt, Kerpelman and Schvaneveldt, (2005), and confirmed by
Crabtree (2007) families are the foundation of Emirati society. Tabutin and Shoumaker (2005)
argue that there has been a shift from extended families to the nuclear family. However, Alabed
et al. (2008), Alsayegh (2001) and Crabtree (2007) maintain that extended families are still
thriving in the UAE. In all family structures, whether extended, nuclear, or male with multiple
wives, the power within the family when it comes to decision-making remains with its head
figures. Daleure et al. (2015) cite that patriarchs are considered the head of the family and play a
vital role over influence in decision-making. Moreover, Daleure et al. (2015) highlight that
children are taught early on to obey the opinions and decisions of their parents and other
patriarchs of the family. Alabed et al. (2008) concurs that, as parents and extended family
members get older, their status in decision-making rises. The beliefs and decisions of parents and
grandparents are given undying support in the UAE. In an orthodox Islamic country, religion
dictates that parents must be respected and not disobeyed (Crabtree, 2007). When it comes to
major life decisions such as education, marriage and family affairs, it is not uncommon for
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individuals to have prolonged discussions with parents, grandparents, uncles, aunts and other
prominent figures (Alabed et al., 2008). In a family study by the Higher College of Technology
in Sharjah, 1,173 Emirati students and 30 randomly selected guardians were surveyed. The
results revealed that Emiratis generally look up to their parents for guidance. The UAE is a
nation bound by its culture and religion, and, as such, understanding the family involvement
within this context is important in understanding how career choices are made.
Parental Values and Expectations
Theorists propose that experiences in childhood shape career choices in later stages.
Parents are the individuals who help construct reality for children early on; their impact can be
both positive and negative in nature (Jacobsen, 1999). In Eccles’s (1993) expectancy value
model, parents are positioned as role models who provide opportunity for the children and also
give reinforcement. Parents have the ability to steer children towards or away form a particular
path both intentionally and unintentionally. Jacobsen (1999) highlights that even parents who do
not view themselves as being involved are, in fact, subconsciously involved. The manner in
which parents act, the nurturing that children receive, the positive or negative reinforcement and
the day-to-day decision making that takes place condition children to sway towards a certain
career path. Parents and their actions have profound influence on career choice. Children’s
intellect, social and emotional behavior are directly influenced by parents (Jacobsen, 1999).
In the UAE, norms and expectations are adopted covertly; the roles of men and women
are defined early on. Parents model expectations and values for male and female children. High
expectations are put on males who are expected to take care of their families financially whilst
females are expected to find suitable mates and raise children (Chope, 2006). Supportive families
placed high expectations and produced higher educational aspirations Chope (2006). This
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dynamic could explain why men in the UAE are pushed towards careers more than females.
Parents also influence a child's progress by controlling the child’s experiences. In the UAE, male
children are allowed to play outside, go out alone, drive and attend colleges abroad, whereas
females need parental permission for each of these actions (Crabtree, 2007). Male children also
tend to inherit family businesses and property. Traditionally, family trade has been passed on,
and merchant children became merchants, fishermen’s children became fishermen and so forth.
It is, thus, not uncommon for children to want to follow their parents’ footsteps. Children are
expected to carry on the family name and responsibility (Middleton & Loughead, 1993).
Family names are of importance in the UAE, and all locals must present a family book of
lineage when applying for any grants, scholarships, and business ventures. Family names stem
from the old tribal culture of allegiance, and, although this is not practiced today, loyalties to
families and clans still preside. As such, family names can be used as favors. Some UAE
children from well-known families grow up with a sense of entitlement from watching their
parents’ interactions, conversations and work ethics. Similarly, the title one holds in the UAE is
of importance as the families get recognized for an individual’s success (Daleure et al., 2015).
Doctors, engineers, lawyers are not called by their names but, rather, by their title.
In addition, parents can have their own agendas for encouraging careers that could boost
their family name or importance. This boost can be achieved through nonverbal responses,
displaying interest in particular activities and by making specific remarks. Jacobsen (1999)
described the importance of parental comments and reactions towards career as having impact on
career choice. Children are very intuitive and catch on to the hidden meanings more readily then
perceived. In the UAE, Children who were born in times of prosperity often hear remarks of the
hard life from their parents or grandparents but are unable to grasp the hard life that existed
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before oil (Marcel, 2005). Many adults saw significant growth and wealth within a short period
as the country flourished after the discovery of oil. Children see this success and expect to have
the same opportunities that their parents had. The reverse is also true for families who did not
capitalize on the oil boom. Children in these families grow up watching their parents struggle
financially and are encouraged to seek a better life for themselves. Ngessi (2003) found that
children from disadvantaged families avoid careers that require extended education, which is true
for low income Emirati families. When an Emirati male pursues higher education, he foregoes
the earnings in the years that he spends in college; the loss of income can be unacceptable for
some families who rely on the male figures for financial support. Moreover, parents’ level of
education will affect the dynamics of the household and the choices that children make. These
choices are supported by the fact that many males in the UAE drop out of school and expect to
gain public sector jobs just like their parents. Males generally join the police force or the army
straight out of high school, so that there is no need for higher education (Marcel, 2005).
Barriers of Effective Parental Involvement Gender Socialization
Gender socialization begins before higher education; it starts the moment the sex of the
baby is determined. In the UAE, the male child has always held precedence over the female
stemming from its nomadic history and strict orthodox Islamic values. Simidi and Kamali (2004)
shared this view in that religion and family were influencing factors when it came to career
choice of Emirati males and females. In the early stages of education, males and females have
equal participation and access to education. Under the UAE constitution and federal law
established in 1972, education is compulsory for all UAE nationals up until the age of 18.
Approximately 22% of federal funds are devoted to education and 10 billion AED were spent on
public and higher education combined in 2009 alone. The federal government funds the building
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of schools, teachers’ salaries, textbooks, the transportation of students, and all other capital and
recurrent expenditures on education. In 1970, only 48% of UAE adults were literate; today, over
93% are literate, with nearly equal rates for women and men. The Ministry of Education in UAE
also reported females generally outperformed males at all levels of education and that enrollment
rates at tertiary levels are higher for females (Crabtree, 2007). Parents tend to be supportive of
education for females; however, they are selective in areas that can be pursued in later stages.
Parents often have strong opinions about career choices for their children, especially
females. In some cases, parental aversion to nontraditional careers have a large impact on the
choices that females make (Samulewicz et al., 2012). Gender stereotyping within a society can
influence career choice influences career decision. Although women outnumber men in
postsecondary education, there is often a cultural barrier that keeps them from entering male-
dominated fields. Many Emirati parents were uncomfortable with females working alongside
men or having to go outside of the country for their education (Samulewicz et al., 2012). Family
reputation is of importance in the UAE, and decisions for females are made with regard to social
norms and the careers that society deems appropriate. These decisions highlight the issue of
gendering that takes place within households and the society at large, as females are not provided
with the encouragement or tools to pursue technical degrees (Crabtree, 2007). In a typical
Emirati family, men are considered the bread winners and are encouraged to take on the
responsibilities of taking care of a family. Daleure et al. (2015) revealed that there was
increasing pressure on men at later stages of education to succeed, whereas females had the
liberty to opt out of higher education.
Marriage is also an important pillar of both the religion and the culture of the UAE;
females fear that a suitable male proposal might not come to them because of their independence
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or career choices (Gitsaki, 2011). Similarly, females carry the honor of the family in the Arab
culture, and being in careers that are male dominated would mean interactions with males, which
is frowned upon (Crabtree, 2007). Women in the UAE often find themselves in a no-win
situation when it comes to decision-making. Even though higher rates of females are graduating
from universities, the participation rate for females in the labor force remains low (Samulewicz
et al., 2012). Females are also known to outperform males at secondary and tertiary education
levels, yet their participation in the workforce is 28% whilst that of Emirati men is 63%
(Samulewicz et al., 2012). These figures are partly due to a conservative culture that looks down
upon breaking away from social norms.
Stakeholder Knowledge, Motivation, and Organization Influences
Anderson and Krathwohl’s (2001) research on knowledge types and cognitive processes
guide the identification of the assumed knowledge causes in this study.
Knowledge and Skills
Anderson and Krathwohl’s (2001) taxonomy indicates that four main categories exist in
knowledge: factual, conceptual, procedural, and metacognitive.
Factual knowledge. The simplest knowledge that an individual is equipped with in order
to problem solve within any discipline is referred to as factual knowledge (Anderson &
Krathwohl, 2001). One of the assumed factual knowledge cause may be that parents did not have
the comprehension of a career in petroleum engineering. Parents’ lack of knowledge of
petroleum engineering careers, terminology and standards is classified as lack of factual
knowledge. Understanding what a career means and the job description is the first crucial piece
of the knowledge puzzle. A major reason for low numbers of petroleum engineering students is
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the lack of information on the part of parents who directly make decisions or indirectly influence
them.
Many Emirati students entering higher education institutes are first-generation students,
so their parents, on whom they rely for guidance, are not equipped with the knowledge or the
education to lead them (Gitaski, 2011). The first university in the UAE was established in 1978,
and federally funded colleges emerged in 1988 (Gaad et al., 2006). Many parents grew up in an
era that did not have higher education facilities or afforded options in terms of career. Education
was focused on traditional methods, and children attended state-funded schools where
memorization of the Quran and Islamic teachings was most important (Gitaski, 2011). At home,
there was little importance given to attending school regularly or to completing homework. Upon
completion of an education, children veered towards joining the family trade. Emirati parents
grew up in the pearling and fishing era and jobs changed with the season. Work was seen as a
way to sustain life and many occupied more than one job according to the season.
While Emirati parents may want to see their children succeed, they may not be equipped
with the factual knowledge needed to help. Parents may not know the significance of having a
career or, more importantly, the meaning of having a career in engineering. Parents may also not
be aware of the opportunities that this career option can provide for their children. The older
generation has endured the hardships of the past and can envision a less than prosperous future;
therefore, they cling to what they know (Marcel, 2005). Lack of exposure to careers in sciences
and misinformation do little to raise awareness of engineering. Trade has always been seen as a
prosperous venture and, thus, it does not come as a surprise that parents push their children into
fields such as business administration.
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Conceptual knowledge. Anderson and Krathwohl (2001) define conceptual knowledge
as underlying categories, principles, structure, or theory within a field. An assumed conceptual
cause may be that parents do not understand the structure that makes up the work of a petroleum
engineer. For inexperienced parents, vague descriptions and concepts of careers such as
petroleum engineering can be very threatening, and lack of knowledge of these concepts
constitutes a lack of conceptual knowledge. Many Emirati parents know about oil and its
importance to sustain their way of life; however, the processes that are involved in the
petrochemical field are foreign to the people of a nation that has been in existence for only forty-
four years. There are no worked out examples of the features or the rules that define the
petrochemical field. Parents are unable to group or relate the field to real life. Emirati parents
have a very stereotyped view of the field of engineering. In the early phases of higher education
in the region, science was taught as part of three major fields: physics, chemistry and biology.
There was no connection drawn between the sciences and societal improvements and cultural
advancements, leaving many parents isolated from understanding scientific concepts and
preventing them from analogical thinking or applying that knowledge towards career decisions.
Procedural knowledge. Procedural knowledge is referred to as the tasks, techniques and
methods an individual uses (Anderson & Krathwohl, 2001). In terms of assumed procedural
causes, it was determined that parents do not have knowledge in regards to the techniques and
methods for making college choices for their children. Parents’ inability to locate and identify
sources that can help them understand how to go about a career in petroleum engineering
represents a lack of procedural knowledge. Many Emirati parents are unaware of the procedures
involved, the methods and the steps necessary to acquire a degree in this discipline.
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Metacognitive knowledge. Anderson and Krathwohl, (2001) refer to metacognitive
knowledge reflection in planning, monitoring progress, and modifying strategies. Parents must
also be aware of the lack of the metacognitive aspect of knowledge. The ability to be aware of
one’s thinking during decision making and being able to reflect on it at a later stage is important
in knowledge processing. Two assumed metacognitive causes were identified. The first was that
parents did not evaluate their children’s skills and abilities. The second assumed metacognitive
cause was that parents did not plan their approach in career decision-making.
Motivation
Pintrich (2008) described motivational theories as concerned with the movement of
individuals towards activities and tasks. A plethora of research has been conducted to understand
what motivates parents to become involved in their children’s education. Career decision-making
is a complex phenomenon with a multitude of psychological, behavioral and contextual
variables.
Social cognitive theory and self-efficacy. Social cognitive theory maintains that people
learn through observation. Bandura’s (l986) social cognitive theory holds that individual
behavior is shaped by personal, behavioral and environmental influences. Personal influences are
what Bandura defined as having self-efficacy. Self-efficacy refers to the belief in one’s ability to
succeed. Bandura (l986) posits that sense of self-efficacy affects how an individual approaches
goals and the extent of challenges that will be taken on. According to Bandura (1986), self-
efficacy is a determinant in achieving goals. Constructed around Bandura’s (l986) theory, Lent,
Brown and Hackett (1994) formed the social cognitive career theory (SCCT) to explain the
relationship among the myriad variables. SCCT posits that career decision is influenced by three
primary factors: interest, self-efficacy and outcome expectancy. Hoover-Dempsey et al., (2005)
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model supports the social cognitive realm in that parents are motivated by role construction and a
sense of self-efficacy. Hoover-Dempsey et al., (2005) model of the parental involvement process
highlights two areas concerned with parents’ motivational beliefs; first is parental role
construction, and second is parental self-efficacy.
Parental self-efficacy. Within the social cognitive realm, self-efficacy is considered a
predictor of parental influences in career decisions. Personal beliefs, perception of skills and
expectations shape parental involvement. Parents will lean toward careers that they are confident
of and move away from those that they do not have comprehension of or skill in. Gitaski (2011)
points out that many Emirati parents saw quick succession through the ranks and success in the
public sector as the country developed. Thus, they were certain that, if their parent’s decisions
had proved to be successful, then they, too, could do the same for their children. In the UAE
parents generally believe that the public sector jobs are an excellent option.
Parents in the UAE also display high self-efficacy because of the conservative and
authoritative culture, which inhibits the questioning of their decisions. Daleure et al. (2015)
highlight that children learn early on to obey the opinions and decisions of their parents and other
patriarchs of the family. Alabed et al. (2008) concurs that, as parents and extended family
members age, their decision-making power increases. Parents and grandparents’ beliefs and
decisions receive undying support in the UAE. In an orthodox Islamic country, religion also
dictates that parents must be respected and not disobeyed (Daleure et al., 2015). Parents have
power over every minuet decision. Their status as parents propels the belief that they know what
is best for their children.
When parents feel they are inadequate, they tend to look at other extended family
members for help, and it is in these interactions that vicarious learning plays a role. Vicarious
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learning is a part of self-efficacy through which parents may have learned that their children
cannot succeed in certain disciplines after watching other children in the family fail (Bandura,
1986). Parents may doubt their own decisions or support them based on the decisions made by
others in the extended family. According to Bandura (1997), weak commitment to goals and
avoidance is a form of low self-efficacy. Gitaski (2011) notes that many Emiratis were unable to
adapt to the English curriculum in higher education and saw themselves dropping out and
deterring others from entering fields deemed difficult. In fact, many males in the UAE drop out
of school and expect to gain public sector jobs just like their parents. Males generally join the
police force or the army straight out of high school, so that there is no need for higher education
(Marcel, 2005). Emirati parents encourage this career move, as they believe that attaining a job
straight out of school will accelerate the chances of career success.
Parental expectancy value. Eccles (2011) expanded on the Atkinson model of the
expectancy-value theory to propose that two efficient motivators of career choice are
expectancies and task values. Task values can be further categorized into four different types of
value: intrinsic value, extrinsic value, attainment value and cost value. Bandura (1997) concludes
that these four principles also affect self-efficacy. Intrinsic value is motivation from within,
meaning that people gravitate towards certain careers due to interest and internal desire. Extrinsic
values are based on external factors such as the end result of the education. Attainment value
refers to the importance of the task; high importance tasks receive more motivation then low.
Cost value is related to the actual benefits that can be realized from the task.
Crabtree (2007) highlighted that Emirati mother’s showcased high intrinsic interest in
their daughter’s careers. This interest is due to the fact that Emriati mothers did not want their
daughters to face the hardships that the mothers had to endure. Mothers wanted their daughters to
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have the same opportunity for education as their male counterparts. For the male students it was
found that parents focused more on utility; the end of the means was more important than interest
in the career. Men were encouraged to enter careers because they are the providers and are
expected to take care of the family financially. Obeidat et al. (as cited in Daleure et al., 2015)
found that Emiratis work more to cover costs of life than for self-fulfillment. In this manner
parents are more encouraging towards careers that may have the most benefit for the family.
Ngessi (2003) uncovered that children from disadvantaged families avoid careers that require
extended education. When an Emirati male pursues higher education, he foregoes the earnings in
the years that he spends in college; this can be unacceptable for some families who rely on the
male figures for financial support.
Parental expectancy for success. The second concept of expectancy theory is success
expectancy as a motivator. Whilst self-efficacy focuses on the evaluation of success in a given
endeavor, expectancy focuses on projections of outcomes. Daleure et al. (2015) states that people
tend to avoid uncertainty in cultures like the UAE. It is common for Emirati parents to encourage
their children to enter the same careers that have been passed on through the generation. Emirati
parents also base career choice on monetary, social, and self-satisfaction outcomes. Titles are of
importance in the Emirati culture and careers that are regarded with titles are preferred. Daleure
et al. (2015) states that Emirati parents believe that their children’s success or failure is a direct
reflection on them and their entire lineage. Emirati parents also have distorted perceptions of
professional prospects. They do not want their children to toil in hard careers but, rather, expect
office positions with fast promotions and movement up the ranks (Marcel, 2005).
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Organization
Literature focused organization and cultural influences will be reviewed in relation to the
stakeholders. Gallimore and Goldenberg (2001) refer to cultural models as “encoded shared
environmental and event interpretations, what is valued and ideal, what settings should be
enacted and avoided, who should participate, the rules of interaction, and the purpose of the
interactions” (p. 46).
Parental cultural models. In a culturally diverse setting such as the UAE, decisions are
patterned around one’s experiences and sociocultural context. Specific community practices and
family settings can have an impact on decision-making. In the cultural models of the UAE,
authoritative leadership tends to play a role. Traditional Arab values and beliefs based on Islamic
principles still reside in the culture. Baumrind (1971) found there are three basic types of
parenting style: permissive, authoritarian and authoritative. Permissive parents listen to the
demands of their children, authoritarian parents use rules and regulations to evaluate the behavior
of their children, and authoritative parents have clear set of behaviors that they expect their
children to display. Crabtree (2007) denotes that patriarchal and patrilineal models exist in the
UAE where father, husband and older son are viewed as decision makers. In an orthodox Islamic
country, male authority is predominant, and the decisions that the male heads of the family make
must be respected and obeyed irrespective of the accuracy of the decision-making.
Similarly, Middleton and Loughead (1993) classified parents into three categories:
positive involvement, non-involvement and negative involvement. Positively involved parents
knew what they were doing; they were supportive of career exploration and individual goals.
Non-supportive parents were unaware of what to do to help. They were not sure if their
involvement was needed or wanted. Negatively involved parents pressured children into a career
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path that was not of interest to the children. Emirati parents tend to be in the non-supportive
category. Even though parents want their children to succeed, they are unaware of how to get
involved and what to do.
Parental resistance to change. Parental resistance to change can be another barrier to
decision-making. Werner and Lynch (1994) describe resistance in two phases: initial resistance
and experiential resistance. During initial resistance, a person exhibits negative reactions to a
change upon hearing of the change. Therefore, this is an individual’s first response to the change
before s/he has the opportunity to experience the change. With experiential resistance, an
individual is likely to resist change in accordance with his/her experience to the change. In the
UAE, parents have preset notions which are very difficult to change. Even before a change takes
place, an opinion is already formed about the change. As a very conservative nation, religion
plays a role in resistance to change (Simidi & Kamali, 2004). There are predetermined roles for
men and women and the occupations that are acceptable for each. Education in the UAE has
always been segregated, even in the higher education sector. However, with the introduction of
western systems, these lines are being blurred both in the educational system and in the
workforce. Men and women study and work alongside one another, and this is unacceptable for
some UAE parents. Samulewicz et al. (2012) state that Emirati parents were uncomfortable with
females working alongside men or having to go outside of the country for their education.
Women’s participation in higher education is also a very recent phenomenon, and it is
understandable that many parents who did not grow up with this phenomenon resist it.
Parental cultural barriers. Societal restrictions often prevent women from working
alongside men. In fact, in many households, this is looked down upon, and women have to tread
carefully in the community so as not to soil their own reputation and family name (Crabtree,
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2007). In certain cases, women also have to have a chaperone, and this can make certain careers
and levels of education impossible to attain. These restrictions are not of concern to men, as they
have full autonomy to go about their lives without repercussions (Crabtree, 2007). There is
considerable belief that petroleum engineering careers should be restricted to men only.
A further barrier is the negative attitude directed towards careers that are deemed below
the status of the family name. Physically demanding work is considered to be for expatriates
mainly from the Indian sub-continent region. UAE, as a country, has also piggybacked off the oil
boom and relied heavily on foreign labor for its operations and on social assistance from the
government. However, with the population growing and unemployment on the rise,
organizational changes must be made to change the culture that limits Emiratis from succeeding
in technical fields (Al Ali, 2007). Now that there is a shift in the economy, UAE nationals find it
difficult to adjust to the changes. Societal norms dictate that professions are for the working
class, and many families feel entitled or above the working class because of their lineage.
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CHAPTER 3
METHODOLOGY
The purpose of this project is to conduct a gap analysis to examine the root causes of the
low number of Emiratis and particularly women applying for scholarships with ADNOC in the
petroleum engineering field. This analysis will focus on parents as stakeholders and address the
gaps present in areas of knowledge and skill, motivation and organizational issues. The analysis
will examine possible causes and to highlight actual and validated cases. The following questions
guided the research.
1. What are the knowledge and skills, motivation, and organizational influences from
the parents’ perspective that impact ADNOC’s goal of having 570 Emirati petroleum
engineers by December of 2020?
2. What are the recommended knowledge and skills, motivation, and organizational
solutions?
The chapter explored the methodology, instrumentation and data analysis for the research.
Validity, trustworthiness and limitations of the study are highlighted. The role of the researcher
is also presented to explain biases, expectations and assumptions.
Methodological Framework
The purpose of this study was to identify reasons behind the low number of students
especially women who apply for petroleum engineering scholarships with ADNOC. One of the
pressing matters of concern at ADNOC has been to increase the number of Emirati students
selecting petroleum engineering as a career and to integrate women into the petrochemical field.
This study was conducted to formulate a strategy that ADNOC could utilize in its efforts to
bridge the differences in current states of affair and the desired results. Clark and Estes’ (2008)
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gap analysis methodology was employed to develop an improvement model for the low number
of petroleum engineering applicants. A comprehensive gap analysis would take into account all
stakeholders involved. However, in this study, the analysis focused on parents as stakeholders.
Areas concerning knowledge and skills, motivation and organizational barriers were examined
through parental viewpoints. Perceived performance gaps were first identified and analyzed in
order to construct concrete causes that served as hurdles to ADNOC goal achievement.
The rationale for the use of Clark and Estes’ (2008) model stems from the perception that
performance gaps can be narrowed and goals achieved when gaps in knowledge and skills,
motivation, and organization are addressed. Figure 1 highlights the process. The gap analysis
model begins with applying personal knowledge and related literature to identify assumed causes
that preclude goal achievement. These assumed causes are tested for validity utilizing literature
review, surveys and interviews. Root causes are extracted, and research-based solutions are
derived for recommendation. This study presents a thorough evaluation of the projected gap
analysis plan.
Figure 1. The gap analysis process (Yates, 2016)
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Assumed Performance-Based Influences
A major advancement in psychology over the decades has been to understand how people
and organizations function. Performance-related problems are a natural occurrence in even the
best of companies; it is the way that organizations go about solving issues that differentiates
good ones from the best. Mariam (2008) states that no problem exists in isolation because there
are many variables that play a part in the formation and the solution of the problem. Clark and
Estes (2008) provide the gap analysis as a tool for problem solving and improving performance.
Often, organizations assume knowledge of the problems that are stunting improvement.
However, this can prove to be detrimental. Lack of critical thinking, knowledge and perspective
can lead organizations to jump to conclusions and organizations resort to quick fixes for the
problem. Although these solutions may be feasible, they are rarely long term. A thorough review
of the causes of performance gaps must be conducted.
Too often, organizations emphasize the end result and not the devising of the most
appropriate and effective techniques of problem solving. Mayer (1992) describes learning as a
two-way street. A reciprocal relationship must exist between theory and practice. As such, in
order for learning to take place, the human mind must be understood. When there is no relation,
organizations are susceptible to misdiagnoses and inappropriate solutions. Therefore, a thorough
investigation into the causes of performance gaps must encompass three components: (a)
scanning (informal) interviews with stakeholders; (b) learning, motivation, and
organization/culture theory; and (c) a review of related literature. In Chapter 2, related literature
was discussed. Chapter 3 includes tables of the causes as discussed in the related literature.
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Preliminary Scanning Data
In the initial stages of research, informal conversations and personal knowledge are a
valuable source of information. Observations serve to highlight the performance problems.
Causes of the performance problems are discussed in depth utilizing categories of knowledge,
motivation and organization.
Knowledge and skills. In the UAE, parents are unaware of careers in the petro chemical
field. There is fear of the unknown, and, as such, confusion and vulnerability are avoided.
Instead of engaging in discussions and learning about the prospects of a new career, parents rely
on careers in the public sector, which they have knowledge about. Emirati parents fail to
comprehend the knowledge and skills needed to be a petroleum engineer. Many parents rely on
stereotypical views that math and physics are needed for such careers while other parents find it
hard to define petroleum engineering. Few parents understand the process of becoming a
petroleum engineer, the schooling needed, and the many areas that engineering affects.
Furthermore, parents do not know about the ADNOC scholarships, where to find information or
how to go about applying for a scholarship.
Motivation. Based on observations and conversations with parents who visit the
ADNOC scholarship office, the main motivating factor is for their children to be accepted into a
program that allows them to graduate in a timely manner and enter the workforce. Parents are not
motivated by the job but, rather, the lifestyle that is associated with the career. In the UAE,
parents have a very lax approach to their children’s education. They are unmotivated towards
careers that they are uncertain about. Parents are readily influenced by the prospects of
remuneration; high-paying jobs are valued over academic degrees. Especially when it comes to
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low income families, financial security is the top motivating factor when in making career
decisions.
Organization. A myriad of organizational issues contributes to this problem. At the
national level, there is a culture resistant to change. Old values and beliefs are held steadfastly,
parents are averse to having men and women study and work together, and careers are still
segregated by gender. Further, parents are not properly informed about the need to equip
Emiratis in fields that are crucial to the country’s economy. Emiritization goals have been
introduced, but the need to diversify careers that students enter has not been emphasized.
Parents, thus, do not promote technical careers.
Participating Stakeholders
While it is important to take into account all stakeholders, this study focuses on parents of
undergraduate petroleum engineering students at the Petroleum Institute (PI) in Abu Dhabi.
Merriam (1998) indicates that sample selection is dependent on a case basis, and, in a study of a
qualitative nature, non-probability sampling is deemed most appropriate. In this study, a non-
probability purposeful and convenient sampling strategy was used. This population was selected
mainly due to the fact that, currently, there are approximately 1760 UAE nationals at the PI, and
553 of these are undergraduate students studying petroleum engineering under an ADNOC
scholarship. Access to parents of these students was convenient, as PI is affiliated with ADNOC.
Utilizing this sample was considered advantageous, as the most could be learned from them.
Parents who already have children under a scholarship with ADNOC could provide valuable
insights into the motivations behind these decisions.
The participants in the study were Emirati nationals, residing in one of the seven states
that make up the UAE and have a child currently studying petroleum engineering at PI under an
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ADNOC scholarship. Surveys were sent to all 553 parents whose personal emails were registered
with PI. Participation of parents was voluntary. Past surveys sent to students and parents alike
have resulted in a response rate of 20% to 30%, therefore it was predicted that between 110 and
180 responses would be received. From those who responded, invitations for interviews were
extended to six randomly selected parents.
Data Collection
The purpose of this study was to identify factors that influence parental involvement in
career decision making for petroleum engineering students. The instruments utilized for the
study were surveys and structured interviews. In order to ensure validity and to be inclusive of a
diverse range of the population, a survey partnered with structured interviews was administered.
A survey titled “Career Choices for Emiratis Students” was designed specifically for this
research by the researcher. In September 2016, with approval from the University of Southern
California’s Institutional Review Board, surveys were sent out to parents of 553 undergraduate
petroleum engineering students at the PI in Abu Dhabi. These subsets of individuals were
specifically targeted because they are directly involved in receiving ADNOC scholarships and
would be able to highlight gaps in the processes. These individuals were also able to provide a
wealth of knowledge relevant to the improvement that the researcher seeks.
Surveys
The survey was sent via email through the use of personal emails of parents on the PI
database. The email contained a cover letter from the researcher explaining the purpose of the
survey and the significance for ADNOC scholarships. As many parents are not fluent in the
English language, it was deemed beneficial to have all correspondence in both English and
Arabic. Therefore, the survey was available in both English and Arabic. In order to ensure
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reliability, semantic, conceptual and normative equivalence was considered in the formulation of
the survey. Two independent bilingual translators were utilized to translate the survey alongside
a third translator who resolved any ambiguity or discrepancy and consolidated the versions for
use. The survey consisted of three groups of questions. The first addressed assumed causes for
knowledge and skill, the second asked participants about their motivational causes and the third
group of questions focused on organizational barriers. Surveys allowed for the collection of a
large amount of data in a relatively economical and timely manner. Surveys were administered
rather easily and efficiently. The survey made use of a Likert-type scale with five options for
responses. Surveys were to be completed in a three-week period and all responses received
during this time frame were examined. Appendix A showcases the survey.
Interviews
Six parents were randomly selected from the responses to take part in structured
interviews. Creswell (2014) calls this a systematic or probalistic sample in which individuals
have an equal chance of being selected. The parents were randomly selected to ensure no bias in
the selection and adequate representation from the population. The number of in-person
interviews were kept small so that the data collection and data analysis process will be
manageable and of quality. Time constraints and availability to conduct in-depth research was
taken in to consideration when identifying the number of interviews to conduct. The interviews
were limited to an hour, and questions were designed to address knowledge and skills,
motivation and organizational assumed causes. The interviewer aimed to gain a deeper
understanding of personal attitude, opinions and behaviors of the stakeholders. Interviews were
also used as a triangulation method and to fill the gaps in research that the surveys did not
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address. All participants were interviewed individually in person or over the phone. Interviews
provided the opportunity to record conversations; this was done with the consent of the
participants. All interviews were conducted in Arabic, thus transcription occurred in Arabic first.
Two translators were used to translate the transcriptions into English, and a third translator
mediated the discrepancies between the translations to produce the final edit for use in the
analysis. Appendix B showcases the interview protocol.
Document Analysis
In order to thoroughly understand the low number of students applying for petroleum
engineering scholarships, multiple documents will be reviewed for analysis. ADNOC scholarship
data for student enrollment in petroleum engineering programs, reports on the scholarship
program, and PI statistics will be gathered and used for triangulation. ADNOC 2020 plan, an
organizational strategy document, will be reviewed to understand the guidelines in place to
achieve specific ADNOC goals. The Abu Dhabi Economic Vision 2030, a comprehensive plan
introduced by the government for diversifying the economy will also be assessed.
Validation of the Performance Needs
Validity has become crucial for research, as it indicates the appropriateness of
instrumentation and whether tools used measure what they are intended to measure. Creswell
(2014) describes three methods of validity: content, predictive and construct. Content validity
refers to the extent to which the instruments measured what they set out to measure. Predictive
validity is how well results relate to a criterion. Construct validity focuses on how well
hypothetical constructs are measured.
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Table 2
Conceptual Framework for Addressing the Inquiry Questions
Survey Interviews Document Review
Assumed knowledge issues/needs/assets X X X
Assumed motivation issues/needs/assets X X X
Assumed organizational issues/needs/assets X X X
For this research, a mixed-methods approach of data collection is applied to ensure
validity. Assumed issues, needs and assets are measured through surveys, interviews and
document analysis to ensure that results are inclusive of a number of perspectives and that there
are no gaps in the information collected. Addressing the inquiry questions through each
framework also eliminates researcher bias and further validates the results. Comparing and cross
checking documents against survey and interview responses helps to understand the complexity
of human behavior in decision making.
Trustworthiness of Data
Trustworthiness of research can be demonstrated through a variety of ways. Triangulation
is a powerful mechanism utilized in this study. Merriam (2009) describes triangulation as the
idea that use of multiple sources can provide confidence in results. According to Merriam
(2008), Denzin’s discussion of triangulation is widely accepted. It encompasses four categories:
multiple methods, multiple sources of data, multiple investigators and multiple theories. For this
study, multiple methods, multiple sources of data and multiple investigators were used to verify
results. Data from surveys, interviews and document analysis were cross verified. The
combination of several sources of data in regards to a single phenomenon strengthens the
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triangulation of the research. Surveys will also measure for validity and reliability. The accuracy
of the instrument is measured through statistical tests involving a pilot study. The assurance of
survey anonymity and the confidential nature of the interviews assisted in the trustworthiness of
the data. Having a panel of members to check the data is also beneficial to the trustworthiness of
the data. Merriam (2009) points out that, ultimately, the trustworthiness of a study depends on
the credibility of the researcher. Guidelines and regulations can aid; however, the researcher
must be conscious of ethical issues and personal orientation.
Role of Investigator
I am the manager at ADNOC Scholarship Division. I oversee the educational progress of
over five thousand Emirati students studying under the ADNOC scholarship in a multitude of
programs that are crucial for sustaining the ADNOC group and its goals. My main role is to
facilitate the students through the ADNOC scholarship program in a manner that guarantees that,
at graduation, ADNOC receives both quality and quantity of students in fields that are crucial for
the organization. As the program director, I manage all staff & Students in our offices located in
Abu Dhabi UAE, London, England, and Melbourne, Australia. I am responsible for ensuring that
stakeholder expectations are met and that we maintain quality in the programs and scholars that
we promote. I review scholarship eligibility and approve curricula and universities that we
partner with. In addition, within my offices I conduct all performance appraisals, handle the
financial budget, and mitigate conflicts with staff, students and parents. As a principal
investigator in this research, my role is to conduct a gap analysis of the performance problem at
ADNOC and recommend solutions so that ADNOC can increase the number of students that
apply for scholarships in petroleum engineering. Increased number of petroleum engineering
applicants will assist ADNOC in Emiritizing its workforce and replacing retiring expats.
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For this research, parents were aware of my role as the principal investigator. However,
discretion and confidentiality of the participants was observed. Survey and interview participants
were informed that research is being conducted to gather information so that ADNOC can
improve its scholarship program. Parents’ participation was voluntary, and the findings were to
be presented in a doctoral dissertation.
Data Analysis
All survey results were compiled and descriptive statistics was applied to determine
results. Clark and Estes (2008) framework was utilized to guide coding of data. Transcribed
interviews were coded and divided into categories of knowledge, motivation and organization.
Frequencies of common elements within sets of data were identified. Triangulation of the data
was conducted using documents to provide a well-rounded assessment of the statistical data.
Limitations and Delimitations
Some limitations were observed in the design of the study. First, many parents were
working for ADNOC or were part of the petrochemical industry, thus their answers could be
biased in favour of the industry. Furthermore, parents were aware of my position as the manager
of scholarship program, and, having children under the scholarship, there is likelihood that
parents provided answers that were socially acceptable and favorable towards ADNOC.
Moreover, as with all surveys, there is the possibility that the intended party is not the one who
completed the survey. In addition, in several areas of the results derived from interviews and
surveys the answers appeared to be predictable and this 47 could be attributed to selection bias
amongst these parents.
The essence of research is to contribute to an already existing knowledge base and to
improve the practices of ADNOC. This particular research focused on low number of petroleum
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engineering applicants to the scholarship program at ADNOC. The research is directed towards
the specific context of ADNOC as an organization, and this can prove to be an initial
delimitation of the study. Maxwell (2013) highlights two further challenges that researchers face
as being bias and reactivity. Theories, beliefs and expectation of the researcher can influence the
conclusions derived. Similarly, having control over individuals and situations being studied is
referred to as reactivity. In this study, the knowledge of the researcher and management position
within the organization may influence results based on researcher bias and reactivity. The
subjects of study are parents who have children studying under a scholarship from the
researcher’s division. As such, there is an element of bias that might be exhibited in answering
both the surveys and interview questions.
This study is also delimited, as only one stakeholder group is examined and only one
perspective can be presented to address the problem. The choice to use only parents as the focus
for this study limits the scope of the research. The report is void of the contributions of other
stakeholders, which are important in order to deliver an in depth project. Even though the
mission of ADNOC and its goals cannot be generalized, other organizations such as universities
can benefit from the research to improve their intake of students.
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CHAPTER FOUR
RESULTS AND FINDINGS
This study evaluated the knowledge, motivation, and organizational needs required to
increase the number of Emirati students who apply for petroleum engineering scholarships. Clark
and Estes’ (2008) gap analysis served as the framework. Surveys and interviews as were
conducted to validate assumed knowledge, motivation and organization needs.
The chapter examines the data collected from a knowledge, motivation and organization
needs perspective. Analysis reveals key findings and the chapter concludes by summarizing
these findings and laying a framework for solutions to be developed in Chapter 5.
This study focused on the parents of the 553 undergraduate petroleum-engineering
students at the Petroleum Institute (PI) in Abu Dhabi who were recipients of the ADNOC
Scholarship. In total, 105 parents agreed to participate in the questionnaire that was sent out, 68
of these were male and 37 were female. Six of the 105 parents who completed the survey
agreed to sit for an in-depth interview. The six interviewees included two female and four male
parents.
The findings revealed that parents of ADNOC scholarship students at PI were not aware
of the resources available to help them with career decisions for their children. Data also
revealed that there were sentiments that the compensation packages offered by ADNOC for
petroleum engineers were not reflective of the market salaries. Moreover, there was a need to
have female role models to entice females into entering the male dominated career.
Results and Findings for Knowledge Needs
Knowledge is key factor in the Clark & Estes (2008) framework and knowledge can be best
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understood through the categories in Anderson & Krathwohl, (2001) framework. Anderson and
Krathwohl’s (2001) framework reflects four dimensions of knowledge; they are factual,
conceptual, procedural, and metacognitive. Given the importance of these dimensions of
knowledge, the survey and interview protocols were designed to examine these dimensions.
Factual and Conceptual Knowledge about Petroleum Engineering Career
Anderson and Krathwohl’s (2001) classified factual knowledge as basic details,
terminology and standards in any discipline. Conceptual knowledge is knowledge of underlying
categories, principles, structure, or theory of an area or field. To evaluate Emirati parents’ factual
and conceptual understanding of petroleum engineering career, parents of petroleum engineering
students were first asked about their educational level. Of the 105 that responded to the survey,
seven parents displayed some form of schooling, 40 completed their education with high school
graduation, 35 graduated college, and 23 completed post-graduate higher education (such as a
Masters or Ph.D.). This indicated that the parents making choices for students are in fact
educated to some degree and have attended schooling. Having some form of education enables
parents to understand critical concepts and definitions when it comes to career aspirations for
their children. Bachman, Nokali, and Votruba-Drzal, (2010) reveal that parents who are
academically experienced tend to be more involved in children’s education, activities and
decisions. Steinmayr (2010) also supports a relationship between children and parents’ education
in that higher educated parents would put more emphasis on academia.
Furthermore, parents were asked to answer statements on a Likert scale. When asked the
statement “I understand the schooling needed to become a petroleum engineer” 88 out of the 103
parents that answered the questions about factual and conceptual knowledge displayed an
understanding of the schooling needed to become a petroleum engineer. Additionally of the six
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parents that agreed to be interviewed both male and female parents responded that they were
aware of what a petroleum engineering career entailed. One parent expressed that “petroleum
engineering is an excellent field of study that involves onshore and offshore workplaces and
takes effort and persistence and a high level of specialized studies.” Another parent stated “I am
aware that the job will involve work in the wells, inside the state and offshore and related to
petroleum, like industry refining and exploring.” The data suggests that Emirati parents who
have children enrolled in petroleum engineering degree programs are familiar with the concepts
and terminology involved with these careers.
Figure 1. Survey Results: Understanding of the schooling needed to be a petroleum engineer.
The findings illustrate that parents displayed understanding of basic factual and
conceptual elements with careers in petroleum engineering. The assumption that parents do not
have the factual or conceptual knowledge needed to make sound career decisions for their
children was not validate
39
49
10
2
3
0
10
20
30
40
50
60
Strongly Agree Agree Neither Agree nor
Disagre
Disagree Strongly Disagree
I understand the schooling needed to
become a petroleum engineer
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Procedural Knowledge
Rueda, (2011) refers to the knowing of how to do something as procedural knowledge.
The skills and procedures involved with the task, including techniques, methods and necessary
steps to achieve the desired results. To validate if parents could identify sources that can help in
understanding how to go about a career in petroleum engineering parents were asked to identify
if they had ever had contact with the ADNOC Scholarship office. Out of the 104 that responded
to this question 70 have either visited the office or regularly visit it 18 were unsure and 17 have
never visited the office. The surveys demonstrated that there is a small number of parents who
are not familiar with ADNOC offices and this is an area that does need to be addressed.
Figure 2. Survey Results: I have visited or visit ADNOC offices
For the interviews, parents were asked to choose a location to conduct their interview and
all six opted to be interviewed at the ADNOC Scholarship Office in Abu Dhabi as this was a
location they had already visited and were comfortable and familiar with. Parents were also
asked in the interviews if they knew the types of scholarships that were offered, the careers that
24
46
18
14
3
0
5
10
15
20
25
30
35
40
45
50
Strongly Agree Agree Neither Agree nor
Disagre
Disagree Strongly Disagree
I have visited or visit ADNOC offices
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were supported and the scholarship selection criteria and procedures. Parents were able to
understand that the office provided scholarships in the oil and gas sector, but they did not
understand the entire application process, nor were they aware of the internal procedures that
must take place before a scholarship is granted. Additionally parents did not know that the office
provided other resources apart from processing applications. Parents were unaware of the
dedicated team of advisors and counselors that were available to develop road maps for students
and assist when students faced difficulties. Furthermore, the office also had designated teams for
each institution that scholarship students were affiliated with, and a dedicated scholarship
personal positioned at PI to assist with day to day inquiries. These results suggest that there is
insufficient knowledge among parents about the resources available to them and their children as
their children pursue a career in petroleum engineering and inadequate knowledge to ensure their
children receive the support and assistance they may need to successfully complete the program
and enter the profession.
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Metacognitive Knowledge
Anderson and Krathwohl (2001) argue that performance requires the ability to reflect and
adjust as necessary including assessing demands, planning one’s approach, modifying strategies
and monitoring progress. Reuda (2011) calls understanding of “when and why to do something”
metacognitive knowledge. Based on scanning interviews, it was an assumed need that Emirati
parents lacked knowledge of the rules that define the petrochemical industry and also lacked a
nuanced understanding of the importance of the petroleum industry. To validate this assumption,
parents were asked if they encourage their children towards technical careers. Of the 104 who
answered 93 agreed to encouraging their children to explore technical careers.
Figure 3. Survey Results: I encourage my children to explore technical careers.
53
40
10
1 1
0
10
20
30
40
50
60
Strongly Agree Agree Neither Agree nor
Disagre
Disagree Strongly Disagree
I encourage my children to explore
technical careers
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Figure 4. Survey Results: I encourage my children to take career assessment tests and research
careers.
Moreover, when asked if parents encouraged their children to take self-assessment tests
and research careers 96 of the 104 parents showed that they guided their children towards
research and self-assessments. It can often be the case that there is a mismatch between the skills
and interest that student’s display and the careers that they choose. Therefore, when parents
encourage their children to assess themselves it provides an opportunity to reflect on their
learning and experiences and set accurate career goals. Furthermore, self-assessments facilitate
open and honest dialogue between parents and children and increases self confidence in career
decision making (Bachman, Nokali, & Votruba-Drzal, 2010).
Among the interviewees it was determined that parents recognized the need for petroleum
engineering careers. One of the parents noted that “the country is dependent on oil as income and
it is the main source of income in UAE, so children should study technical fields.” Another
parent stated that “My sons serve their nation and this is their duty, you study for your nation and
58
38
6
1 1
0
10
20
30
40
50
60
70
Strongly Agree Agree Neither Agree nor
Disagre
Disagree Strongly Disagree
I encourage my children to take career
assessment tests and research careers
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not just for yourself, you have a responsibility so do not think only about yourself.” Parents as a
whole demonstrated that they did possess metacognitive knowledge needed to reflect on
choosing petroleum engineering as a career.
Synthesis of Results and Findings of Knowledge Needs
Knowledge Category Assumed Need Validated Not Validated
Factual & Conceptual
Knowledge
Parents do not understand the
petroleum engineering career or
the education involved.
X
Procedural Knowledge Parents could not identify
sources that can help in
understanding how to go about a
career in petroleum engineering.
X
Metacognitive
Knowledge
Parents are not able to accurately
reflect on the need for petroleum
engineering.
X
Figure 5. Survey Results: Assumed knowledge needs
The analysis from the collected data identified mixed results. In regards to knowledge
needs of parents when it comes to career decision-making for Emirati students, the findings
revealed that parents of petroleum engineering students are in possession of three of Anderson
and Krathwohl’s (2001) four dimensions of knowledge. Parents were aware of the basic factual
knowledge when it came to petroleum engineering careers. Furthermore, parents were aware of
the schooling needed to become a petroleum engineer. Parents also displaced metacognitive
knowledge in that they reflected on the need of petroleum engineering for the economical well
being and sustainability of the UAE. Parents were not knowledgeable of the purpose of the
ADNOC office or the resources available to them. Additionally parents were unaware of the
types of scholarships offered and the application process and procedure. Table 5 above
summarizes the assumed knowledge needs and if they were validated.
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Results and Findings for Motivation Needs
A key facet of this study examines the motivations of parents when it comes to career
aspirations for their children. Motivation helps to set goals and guides active engagement in
achieving these goals (Clark and Estes,2008). Atkinson introduced the first model of
achievement motivation in 1964, in which motivation was based on expectancies and values.
Wigfield and Eccles (2000) expanded on Atkinson’s model and incorporated the works of other
motivation theorists to devise the expectancy value model. In this model, expectancies explain
the individual’s perception of success or failure in a given task and value denotes the extent of
importance that is put on the task. Values are further expanded into four dimensions, intrinsic
value (interest) extrinsic value (utility) attainment value (importance) and cost value (benefit). In
essence, to be motivated parents must answer yes to two questions “Can I do the task?” and “Do
I want to do it” (Wigfield and Eccles, 2000).
Expectancy value models of motivation are widely used as it is a comprehensive
motivational framework that combines a multitude of perspectives to explain what motivates
individuals and behavior related to achievement. The assumed motivational needs in this study
focused on self-efficacy, utility value and intrinsic value,.
Self-Efficacy
In tasks that are difficult or require significant mental effort, self-efficacy of the
individual becomes important. Bandura (1997) posits that people with high self-efficacy have
greater motivation because they believe that they are competent and expect positive results.
Parents who believe they are capable of making a successful career choice for their children
display high self-efficacy. It was assumed that Emiratis parents were confident in their abilities
to make correct choices for their children. To test this notion parents were asked to respond to
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the following two statements using a Likert scale. Parents were asked to respond to the
statement: “I feel confident in making career decisions for my children.” Of the 104 respondents,
73 agreed while 22 neither agreed nor disagreed, only six disagreed and four strongly disagreed
with the statement.
Figure 6. Survey Results: I feel confident in making career decisions for my children.
Furthermore, when asked to respond to the statement “I find myself asking family and friends for
advice when making career decisions for my children” 38 agreed or strongly agreed whilst 35
neither agreed nor disagreed,19 disagreed and 13 strongly disagreed.
44
29
22
6
4
0
5
10
15
20
25
30
35
40
45
50
Strongly Agree Agree Neither Agree or
Disagree
Disagree Strongly Disagree
I feel confident in making career
decisions for my children
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Figure 7. Survey Results: I find myself asking family and friends for advice when making career
decisions for my children
The results showcase that Emirati parents strongly feel that they are capable and
competent in making career choice for their children. It was also discovered that although they
feel confident many also seek some advice from family and friends as they decide how to
counsel their children. This may come from the collective nature of the UAE, and decisions
being a collaborative effort rather than an individual one.
Of the parents interviewed, one parent stated “of course I should know about the path
because the student is a child and may not know what is good for him or her and what is needed
for him and her in the future. I encourage the child to choose the best and not the easiest.” The
other five parents shared similar views but also expressed that they do not force their children
into a path, but rather guide and counsel them and are available when asked for their opinion.
Therefore, the assumed motivation need for self-efficacy was validated.
12
26
35
19
13
0
5
10
15
20
25
30
35
40
Strongly Agree Agree Neither Agree or
Disagree
Disagree Strongly Disagree
I find myself asking family and friends
for advice when making career decisions
for my children
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Intrinsic Value
Pintrich (1989) suggests that when individuals attach a high value to a task, they will
exert deeper cognitive and metacognitive strategies to engage in the behavior.
One of the assumed motivation needs was intrinsic value. Individuals who are intrinsically
motivated partake in tasks due to personal enjoyment and interest. It was assumed that parents
find petroleum engineering careers to be appealing. Parents were asked to respond to the
following statement: “Petroleum engineering is an appealing career.” Of the 105 respondents 98
either agreed or strongly agreed five neither agreed nor disagreed, and two disagreed.
Figure 8. Survey Results: Petroleum engineering is an appealing career.
In the interviews parents expressed similar sentiments in that they found that in order for
the nation to succeed on a global level their children needed to challenge themselves in careers
that have traditionally been outsourced to foreign talent. One parent expressed: “God willing our
children will fulfill the needs of this country, to rise to the challenge and to overcome difficulties
76
22
5
2
0
0
10
20
30
40
50
60
70
80
Strongly Agree Agree Neither Agree or
Disagree
Disagree Strongly Disagree
Petroleum engineering is an appealing
career
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for the sake of serving our leaders, our country and our government.” Thus, the assumed intrinsic
motivation need was validated.
Utility Value
Another assumed need was utility value, which reflects how one perceives value of the
task in obtaining external rewards or short term goals and facilitating long term goals. Eccles
(1998) qualified extrinsic utility as a means of achieving the end. It was assumed that parents
find petroleum engineering careers to be appealing due to the remuneration attached with the
career. Parents were asked to respond to the following statement, “High salary is important
when it comes to career choice.” Of the 105 respondents 88 agreed or strongly agreed, 16 neither
agreed nor disagreed and one disagreed.
Figure 9. Survey Results: High salary is important when it comes to career choice
Moreover, parents were also asked to respond to the following statement, “Salary
packages are high for a career in petroleum engineering.” Of the 105 respondents 54 either
47
41
16
0
1
0
5
10
15
20
25
30
35
40
45
50
Strongly Agree Agree Neither Agree or
Disagree
Disagree Strongly Disagree
High salary is important when it comes
to career choice
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agreed or strongly agreed whilst 36 neither agreed or disagreed, 10 disagreed and five strongly
disagreed. The results indicate that parents are not confident in the compensation packages that
are associated with Petroleum Engineers. Some strongly feel that remuneration is not reflective
of the time, effort and resources allocated to become a petroleum engineer. In the UAE, the
belief remains that public sector jobs such as those offered by ADNOC, should pay high salaries
as was the custom after the discovery of oil.
Figure 10. Survey Results: Salary packages are high for a career in petroleum engineering.
In the interviews parents concurred that engineering salaries were not as high as they had
expected considering the amount of education and hard work that the children had to display. A
parent expressed “salary is important especially for male children because they have to go and
support their family.” Another parent noted “some people with less education make more than
what is being offered to engineers”. It appears that parents feel that Petroleum Engineering is a
16
38
36
10
5
0
5
10
15
20
25
30
35
40
Strongly Agree Agree Neither Agree or
Disagree
Disagree Strongly Disagree
Salary packages are high for a career in
petroleum engineering
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specialized career that requires higher levels of education, as such the compensation packages
should be high. There is also a sense of inequality and unfairness as parents do not feel that
compensation is tied to value of the career or the education associated with the career.
From the data it can be gauged that parents do think salary is important but a
consequential number of them do not think salaries paid by ADNOC are commensurate with the
educational attainment the career requires. When benchmarking for engineering salaries with
other organizations, it is noted that ADNOC is competitive and matches the industry standard,
however there are few sectors that offer more to their engineers than does ADNOC. This could
be a reason that is deterring parents from selecting petroleum engineering as a career option.
Thus, the assumed utility motivation need was validated.
Synthesis of Results and Findings for Motivation Needs
Motivation Category Assumed Need Validated Not Validated
Self-Efficacy Parents were confident in their
abilities to make correct
choices for their children.
X
Intrinsic Value Parents find petroleum
engineering careers to be
appealing.
X
Utility Value Parents expect petroleum
engineering careers to have
high remuneration.
X
Figure 11. Survey Results: Assumed motivation needs.
Researchers have noted that in order to be motivated towards a behavior, value and
expectancy play an important role. The data collected for this study verified that the some
assumed needs were validated whilst others were not. Parents in the UAE display high self-
efficacy and belief that they are best suited to make the decisions for their children. When it
came to being intrinsically motivated and parents finding petroleum careers to be appealing, the
need was validated as parents were aligned to the development and the success of the nation and
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had intrinsic motives towards the career choice. Moreover, the utility need was also validated as
parents felt that petroleum engineering career did not pay well. Table 11 above summarizes the
assumed motivation needs and if they were validated.
Results and Findings for Organization Needs
Clark and Estes’ (2008) highlight that often organizational barriers can be the source of
performance gaps. To close these gaps requires identification and analysis of structures,
processes and cultural dynamics (Gallimore & Goldenberg, 2001). Quinn and Holland (1987)
argue that cognitive schemas acquired in cultural context and behavioral activity intertwine to
play a role in how individuals make decisions. Gallimore and Goldenberg (2001) provide two
units of analysis that can be utilized to highlight gaps in organizational needs, they are cultural
settings and cultural models. Cultural models are shared way of thinking and perceiving (norms,
values, practices) and cultural settings are the familiar behaviors of the home and community or
the visible aspects (Rueda, 2011). In this study these two concepts were used to illuminate an
understanding of the role of culture in career choices that Emirati parents make for their children.
In the UAE, cultural modals and settings are not possible without an understanding of
Islam. Religion has gradually developed and transmitted the unique culture that encompasses the
UAE and permeates all aspects of life. Cultural perceptions cause the people of the UAE to see
life as a means to preserve the past, rather than change the future. These important aspects of
cultural context are discussed below in conjunction with the data collected from surveys and
interviews.
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Cultural Model: Authoritarian Leadership
Religion in the UAE dictates submission to a higher being and that decisions should be
made through consultation. Therefore, it was assumed that parents in the UAE have an
authoritative parenting style and children must adhere to their decisions. To evaluate this
assumption parents were asked to respond to the following statement: “I expect my children to
obey my decisions at all times” Of the 105 respondents 46 either agreed or strongly agreed whilst
48 neither agreed or disagreed, eight disagreed and three strongly disagreed.
Figure 12. Survey Results: I expect my children to obey my decisions at all times
The findings indicate that there is a shift in parenting styles particular to this group of
parents In the past parents were authoritarians and there was no exception to the rules and
regulations, children were expected to obey order at all times. The new generation of parents still
hold authority, however they appear to be more lenient in bending the rules. Parents are now
educated and may understand the importance of discussion in decisions making, they may have
11
35
48
8
3
0
10
20
30
40
50
60
Strongly Agree Agree Neither Agree or
Disagree
Disagree Strongly Disagree
I expect my children to obey my
decisions at all times
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also faced the same challenges growing up, as such they are willing to consider their children’s
feelings and desires when setting expectations.
In the interviews parents also noted that they were always available for consultation and
advise, but did not push their children towards a certain career. One parent stated “As a Muslim
society we seek guidance in decision making by praying ishtikarah prayer. This is part of our
religion so our children must seek our advice to have a decision that is in their interest and
benefit.” Another parent highlighted “My involvement is more to advising him and putting him
in the right track, but overall it is his decision”. The other four interviewees agreed that career
decisions were that of their children, however the role of the parents as elders was to provide
sound advice and counseling. The data did not validate the assumed need.
Cultural Modal: Negative beliefs
Segregation is a way of life for the men and women of the UAE, in the community men
and women rarely interact. Celebrations, mourning, feasts and even religious facets are
conducted in segregation. It is frowned upon for men and women who are not related to be in
close proximity to each other. Thus, it was an assumed need that parents would have negative
beliefs in the value of women in petroleum engineering, which entails men and women working
together. Parents were asked to respond to the following four statement utilizing a Likert scale:
“I am comfortable with men and women working together.” Of the 105 respondents 71 either
agreed or strongly agreed whilst 22 neither agreed nor disagreed, eight disagreed and four
strongly disagreed.
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Figure 13. Survey Results: I am comfortable with men and women working together
Of the parents who were interviewed there was agreement that times have
changed and that we must accept the reality of the nature of our lives. Women are entering
higher education at an alarmingly higher rate than men; as such it is waste of talent to not include
women in the working economy of the UAE. One male parent commented” There is no problem
with men and women working together. What is important is to have discipline in the
workplace.” A female parent concurred, “times have changed, men and women can work
together, it is not like the past where fishing was the only option and it was all men.” There was
strong agreement between both the male and female interviewees that there were no issues with
men and women working together in a professional manner.
Furthermore parents were asked to respond to the statement: “Careers should be based on
gender.” Of the 105 respondents 50 either agreed or strongly agreed whilst 21 neither agreed nor
disagreed, 20 disagreed and 13 strongly disagreed.
32
39
2
8
4
0
5
10
15
20
25
30
35
40
45
Strongly Agree Agree Neither Agree or
Disagree
Disagree Strongly Disagree
I am comfortable with men and women
working together
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Figure 14. Survey Results: Careers should be based on gender
In the interviews, parents expressed an understanding that not all careers were feasible for
women. Although they were happy with men and women working together, they wanted more
female friendly atmosphere for their daughters. One parent noted, “Men can go out on the rig and
stay away for a day or two, a women cannot.” There was consent between both male and female
parents that women must protect their honor and the honor of the family. They must not let
freedom and modernization tarnish their ethics and morals.
Likewise parents were asked to respond to: “I apply the same thought process in career
decision making for male and females.” Of the 105 respondents 81 agreed or strongly agreed 13
neither agreed or disagreed, eight disagreed and three strongly disagreed.
24
26
21
20
13
0
5
10
15
20
25
30
Strongly Agree Agree Neither Agree or
Disagree
Disagree Strongly Disagree
Careers should be based on gender
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Figure 15. Survey Results: I apply the same thought process in career decision making for male
and females
In the interviews, parents discussed that they do focus more on male children’s career
success than they do for females, however an equal opportunity is provided for both genders to
attain education. All six parents that were interviewed agreed that having a career is very
important for a male child because they will have to support their own families one day.
Parents also responded to the statement: “women can be as good in technical careers as
men” Of the 105 respondents 72 agreed or strongly agreed 14 neither agreed or disagreed and 16
disagreed and three strongly disagreed. In the interviews all six parents agreed that they felt that
their daughters were capable of performing as good as their sons.
39
42
13
8
3
0
5
10
15
20
25
30
35
40
45
Strongly Agree Agree Neither Agree or
Disagree
Disagree Strongly Disagree
I apply the same thought process in
career decision making for male and
females
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Figure 16. Survey Results: Women can be as good in technical careers as men
Although parents expressed that they were comfortable with mixing of genders there was
always an underlying condition that interaction between men and women be conducted in a
culture appropriate manner. Therefore the assumed need was not validated.
Cultural Model: Resistance to change
It was assumed that traditional Arab values play a role and hinder the changes needed for
women in male dominated careers. Parents were asked to respond to the following statement:
“Culture plays a role in decision making” Of the 105 respondents 55 strongly agreed 43 agreed
whilst six neither agreed or disagreed and one disagreed.
37
35
14
16
3
0
5
10
15
20
25
30
35
40
Strongly Agree Agree Neither Agree or
Disagree
Disagree Strongly Disagree
Women can be as good in technical
careers as men
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Figure 17. Survey Results: Culture plays a role in decision making
Of the parents who were interviewed there was consensus that it is important to preserve
the cultural setting and not throw it off balance nor work against it. One parent expressed “of
course customs and traditions should not be overlooked no matter how sophisticated we are.
Everyone should hold onto his or her traditions and religious beliefs”. Parents are in agreement
that times have changes and that society must adapt and work with these changes, however
changes should not come at the cost of losing valuable aspects of the Emirati culture.
The surveys and interviews displayed that Emirati parents are attempting to break away
from the norms and to think about education outside of the cultural framework. However in a
small country like the UAE, breaking away from the norm can be detrimental to an individual’s
place within the society, as such parents are forced to reflect on their decisions from a cultural
perspective even when they may not agree with it. These results did not validate the assumed
need.
55
43
6
1
0
0
10
20
30
40
50
60
Strongly Agree Agree Neither Agree or
Disagree
Disagree Strongly Disagree
Culture plays a role in decision making
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Cultural Setting: Lack of effective role models.
It was assumed that parents did not have female engineers to serve as role models. To
assess this need parents were asked to respond to the statement: “we need more women in
petroleum careers.” Of the 105 respondents 62 agreed or strongly agreed 27 neither agreed nor
disagreed, 10 disagreed and five strongly disagreed.
Figure 18. Survey Results: We need more women in petroleum careers
In the interviews parents expressed their desire to see women excel and succeed just as
much as men, but they added that their needs to be more female leaders and examples of
leadership. Parents highlighted that there were many women in the public eye in today’s society
but that they are either in media, education, or politics, but there are few public figures that are in
the hydrocarbon sector. Therefore, the industry remains male dominated and it does not get the
exposure that it needs to interest the female population. One parent commented “There is talk
that they will have female CEO’s in the hydrocarbon industry by 2020, but as of now we do not
28
34
25
10
5
0
5
10
15
20
25
30
35
40
Strongly Agree Agree Neither Agree or
Disagree
Disagree Strongly Disagree
We need more women in petroleum
careers
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have any prominent female figures for our daughters to look up to.” The survey and the
interview data supported the assumed need and it was validated.
Cultural Setting: Restrictive or unnecessary rules
Women in the UAE have traditionally been brought up with the purpose of upholding a
household of their own someday. Therefore, it was assumed that the value of a successful wife is
higher than that of a woman in a career. Parents were asked to respond to two statements
pertaining to these restrictive rules. First parents responded to: “it is more important for a women
to be a successful wife then to be in a successful career. Of the 105 respondents 60 either agreed
or strongly agreed whilst 28 neither agreed nor disagreed, 12 disagreed and five strongly
disagreed.
Figure 19. Survey Results: It is more important for a woman to be a successful wife then to be in
a successful career.
Furthermore, parents were asked “It is acceptable in society to have female engineers.”
37
23
28
12
5
0
5
10
15
20
25
30
35
40
Strongly Agree Agree Neither Agree or
Disagree
Disagree Strongly Disagree
It is more important for a women to be a
successful wife then to be in a successful
career
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Of the 105 respondents 96 either agreed or strongly agreed whilst 5 neither agreed or disagreed,
two disagreed and two strongly disagreed. The results indicate that parents are not averse to
having females work in the engineering discipline. This implies that there is no stigma attached
to women getting outside of the house and earning both a degree and serving in that career.
Figure 20. Survey Results: It is acceptable in society to have female engineers.
The Emirati society approves of women as engineers, however motherhood is preferred
over a career. So if a woman were to start off as an engineer she would be expected to retain her
position only until she was to be with a child, at which case she would have to relinquish her
career to become a successful mother. The two are not interchangeable and one cannot be both a
successful mother and a successful petroleum engineer. According to the World Bank, the
percentage of women studying engineering in the Middle East is high, yet few women go into
the engineering profession after graduation. The fact that marriage and motherhood is preferred
53
43
5
2 2
0
10
20
30
40
50
60
Strongly Agree Agree Neither Agree or
Disagree
Disagree Strongly Disagree
It is acceptable in society to have female
engineers
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for women could be a deterring factor to the number of women that enter engineering and the
number of women that continue in engineering after graduation. Therefore, the assumed need
was validated.
Cultural Setting: Lack of resources
It was assumed that the organizations do not offer the same opportunity to men as they do
for women. Parents were asked to respond to: “The government provides equal opportunity for
education for men and women.” Of the 105 respondents 101 either agreed or strongly agreed
whilst three neither agreed nor disagreed, and one strongly disagreed.
Figure 21. Survey Results: The government provides equal opportunity for education for men
and women.
Of the parents who were interviewed they expressed gratitude towards the government
for investing in its people and providing all the tools necessary for both men and women to
succeed. One parent expressed “the government invested a lot of money in this field for the sake
of its people and the young men and women. The government relies on the youth.” The assumed
71
30
3
0
1
0
10
20
30
40
50
60
70
80
Strongly Agree Agree Neither Agree or
Disagree
Disagree Strongly Disagree
The government provides equal
opportunity for education for men and
women.
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need that there is a lack of resources available was not validated.
It is understood that parents agree with the government’s stance on gender equality and
embrace the opportunities the government provides for their children. It also influences how they
interpret education for male and female children. The paradigm of education has changed in the
UAE and this change is being led by the governing body so that the people could shed their
traditional views on education and gender segregation. Under the UAE constitution men and
women are entitled to access to education, professions and employment. Furthermore, the UAE
government’s policies and strategies support the advancement and participation of women in the
economy and the development of the country. Women actively serve in the politics and policy
making of the country, cabinet ministers and local councils are reflective of the participation of
women. Moreover, the UAE 2030 Vision Strategy clearly outlines the goals for women in the
workforce and the importance of not only educating women but integrating them into the
economy. In fact, ADNOC has aligned its goals with those of the nation by setting a goal to have
a female CEO within its group of companies in the next five years.
Synthesis of Results and Findings for Organization Needs
The complex history, demographics, relatively new existence of the state combined with
the fast growth and modernization of the region makes the organization needs of the United Arab
Emirates of great relevancy. The rapid need for Emiratis to be educated to relieve the pressure of
expat labor dependency has given rise to gaps that must be resolved. The following table
summarizes the assumed needs and if they were validated.
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Organization
Category
Assumed Need Validated Not Validated
Cultural Model:
Authoritarian
Leadership
Parents of petroleum
engineering students at PI have
an authoritative parenting style
X
Cultural Model:
Negative beliefs
Parents may have negative
beliefs in the value of women
in petroleum engineering and
men and women working
together.
X
Cultural Model:
Resistance to
change
Arab values hinder the change
needed for women in male
dominated careers
X
Cultural Model:
Lack of effective
role models.
Parents did not have female
engineers to serve as role
models for their children.
X
Cultural Setting:
Restrictive or
unnecessary rules
The value of a successful wife
is higher than that of a woman
in a career.
X
Cultural Setting:
Lack of resources
Organizations do not offer the
same opportunity to men as
they do for women
X
Figure 22. Survey Results: Assumed organizational needs
Organizational culture is an element that plays a part in promoting or impeding progress
towards a goals (Rueda, 2011). This data was collecting to understand the culture under which
parents make decisions. Four aspects of cultural model and two elements of cultural setting were
examined.
The findings revealed that authoritarian leadership, an aspect of cultural model, was not
validated. Parents do not expect children to follow their orders into a career, but rather serve as
advisors to counsel their children into a suitable path. Additionally cultural model of negative
beliefs was not validated. Parents do not have negative beliefs about men and women working
together. There is consensus that times have changed and that men and women must both
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contribute to the economy of the nation. Another cultural model aspect tested was resistance to
change. It was determined that Arab values do play a role and restrict the changes needed for
women to penetrate male dominated careers. Furthermore, a cultural model need of lack of
effective role models was validated. Parents felt that there were not enough female role models
in the hydrocarbon sector.
The two assumed needs under the cultural setting were not validated. The need that there
were lack of resources available for women to succeed was not validated. Similarly, the need that
restrictive or unnecessary rules dictate that women are better as successful wives then in a career
was also not validated.
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Summary of Knowledge, Motivation, and Organizational Needs
Knowledge Category Assumed Need Validated Not Validated
Factual & Conceptual
Knowledge
Parents do not understand the
petroleum engineering career or the
education involved.
X
Procedural Knowledge Parents could not identify sources
that can help in understanding how
to go about a career in petroleum
engineering.
X
Metacognitive
Knowledge
Parents are not able to accurately
reflect on the need for petroleum
engineering.
X
Motivation Category
Self Efficacy Parents were confident in their
abilities to make correct choices for
their children
X
Intrinsic Value Parents find petroleum engineering
careers to be appealing
X
Utility Value Parents expect petroleum
engineering careers to have high
remuneration.
X
Organization Category
Cultural Model:
Authoritarian Leadership
Parents of petroleum engineering
students at PI have an authoritative
parenting style
X
Cultural Model:
Negative beliefs
Parents may have negative beliefs
in the value of women in petroleum
engineering and men and women
working together.
X
Cultural Model:
Resistance to change
Arab values hinder the change
needed for women in male
dominated careers
X
Cultural Model: Lack of
effective role models.
Parents did not have female
engineers to serve as role models
for their children.
X
Cultural Setting:
Restrictive or
unnecessary rules
The value of a successful wife is
higher than that of a woman in a
career.
X
Cultural Setting: Lack of
resources
Organizations do not offer the same
opportunity to men as they do for
women
X
Figure 23. Survey Results: Assumed knowledge, motivational and organizational needs
The survey and interview results collected revealed mixed results; multiple assumed
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needs were validated. With regards to knowledge, factual and conceptual needs were not
validated, as parents did have the factual and conceptual knowledge about petroleum engineering
careers. Similarly, metacognitive knowledge needs were also not validated. It was revealed that
parents had an understanding of the importance of the petrochemical industry to the UAE.
Procedural knowledge needs were validated as parents were not aware of the policies and
procedures of the ADNOC scholarship office or the resources that were made available for both
parents and students to help in career decision making.
Three motivational needs were explored; Data collected revealed that all three
motivational needs were validated. In regards to motivation needs parents displayed high self-
efficacy, intrinsic and utility value. Parents were confident in their ability to make decisions but
were not opposed to consulting family and friends for the decision. Furthermore, parents felt that
salaries should be high for petroleum engineers. According to the data, intrinsic value as a
motivational need was also validated. Parents found petroleum engineering to be an intrinsically
appealing career as it was directly related to the economy of the nation.
Data collected on organizational needs pertained to two elements cultural model and
cultural setting. Four aspects of the cultural model were examined with the surveys and
interviews. It was revealed that one of these aspects of the cultural model was validated in that
parents felt that there was a lack of role models for females to follow. When it came to the
remaining three aspects, parents did not display authoritative leadership and expect children to
obey their order. Parents also did not have negative beliefs about men and women working
together. Likewise parents did not feel that old Arab values held women back from entering male
dominated careers.
Within the cultural setting element, two aspects were tested, that of lack of resources and
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restrictive or unnecessary rules. It was determined that parents felt that being a successful wife
was more important than having a career; the assumed need of restrictive or unnecessary rules
was validated. Furthermore, parents expressed that the government provided equal resources for
both men and women to succeed so the assumed need of lack of resources was not validated.
Based on the findings the following chapter will provide solutions on closing the
performance gap. Recommendations for implementation and evaluation plan will also be
discussed.
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CHAPTER 5
SOLUTIONS, IMPLEMNTATION, EVALUATION
The purpose of this chapter is to propose solutions for the validated knowledge,
motivation and organization causes presented in Chapter 4. The question, “what are the
knowledge, motivation and organization solutions needed to help increase the number of
students applying for a career in petroleum engineering?” will be addressed in this section.
Four sections serve as the organizational structure for this chapter. The first section
presents the validated needs and the selection for the key validated causes. The second section
provides empirical evidence for the solutions. The third section outlines an implementation plan
that must be place in order to address the key validated knowledge, motivation, and
organizational needs. The fourth section presents direction for implementing and evaluating the
recommended solutions.
Validated Needs
Following the Clark and Estes (2008) Gap Analysis Process Model surveys and
interviews were utilized to highlight the gaps in current performance and desired outcomes. Data
presented in Chapter 4 revealed that a total of five assumed knowledge motivation and
organization needs were validated. The type of validated needs along with its appropriate
category is presented in Figure 23. There are a total of five validated needs: one validated
knowledge need, three validated motivation needs, and one validated organization needs. In a
full gap analysis solutions must address all validated causes, thus recommendations and
proposed solutions were developed for all five validated causes.
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Solutions
Knowledge Motivation Organization
Causes Procedural Knowledge:
Parents could not identify
resources that can help in
understanding how to go
about a career in
petroleum engineering.
Self Efficacy
Emirati parents were
confident in their abilities
to make correct choices
for their children
Intrinsic Value
Parents find petroleum
engineering careers to be
appealing.
Utility Value
Parents feel salaries are
important when it comes
to careers and do not feel
salaries are high in
petroleum engineering
Cultural Model:
Lack of effective
role models.
Parents did not have
female engineers to
serve as role models
for their children.
Cultural Setting:
Restrictive or
unnecessary rules
The value of a
successful wife is
higher than that of a
woman in a career.
Solutions Solution One: Launch an
information campaign that
creates awareness about
policy and procedures, the
full range of services that
the ADNOC scholarship
office has available to
students.
Solution Two: Review
salary packages for
petroleum engineers and
consider revisions in
ADNOC packages.
To Help parent’s value
the package it is
important to highlight the
perks that come with
working for ADNOC and
to highlight how
petroleum engineers are
important to the stability
of the Nation.
Solution Three:
Establish a strong
mentorship
program particularly
for female students
and their families.
The program will
provide
opportunities for
female students to
interact with female
engineering role
models.
Figure 24. Validated knowledge, motivational and organizational causes with solutions
Based on the validated knowledge, motivation, and organization needs, there are three
solutions for ADNOC Scholarship. Solution one is to have a dedicated information campaign
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that targets parents and students alike and presents facts about the Scholarship Program and
clarifies any misinformation and misunderstanding that exists. Solution two is to review salary
packages for petroleum engineers and to have parents value the importance of the career to the
economic well-being of the nation. Solution three is to establish a strong mentorship program in
the organization for females and their families to enable more women to participate in the
scholarship program and eventually be employed by the sector.
Solution One: Information Campaign
MacKillop (2008) noted that students who habitually changed their college majors had
families who were not knowledgeable concerning majors. Donovan and McKelfresh (2008)
postulate that parental involvement in student’s careers can lead to persistence and achievement.
Emirati parents are not aware of how to help their children explore and assess careers that are
made available to them. Without parental involvement many Emirati students can enter majors
without clear direction, this can lead to significant wastage of time, finances and increased
frustration. If parents are made aware of the resources available to them then the value of career
planning will increase.
The ADNOC scholarship office was designed for this purpose; to help both parents and
students by providing resources to empower and motivate them in exploring careers in the
hydrocarbon sector. Unfortunately, parents are not aware of ADNOC Scholarship office’s
commitment to have parents play an active role in student’s career planning. To inform parents
of the abundance of resources available to them a rigorous information campaign needs to be
taken which should be inclusive of redesign of the website, parent orientation sessions, creation
of dedicated informational hotline, a parental support group and conducting information sessions
at middle and high school level.
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ADNOC Website
In an age where media plays a huge role the importance of a well-designed and
informative website cannot be understated. In today’s world the web is the crucial point of
contact during the student life cycle. It is a place for prospective students, current students,
parents and alumni to all interact. The current ADNOC website is in need of an overhaul both
information and design wise. Vassiliadis (2002) indicates interface design guides the success or
failure of information seeking via a computer. Therefore, it is imperative that the website be
sleekly designed, interactive, and easy to navigate. The website also has to be user-friendly,
convey value to all the different personas accessing it and guide visitors to other parts of the site.
Mechitov (2001) raises the importance of utilizing customer needs when developing Web
site design. Taking into account that many parents may not be versed in the English language,
the website should be bilingual and available in English and Arabic. Furthermore, to
accommodate all visitors the website should have a responsive design so that it can be accessed
by desktop, tablets, and smartphones. The website should also provide current and prospective
students and parents with detailed scholarship information, rules and regulations, majors offered,
admission criteria, counselor and advisors information and upcoming dates and events. Detailed
and current information can enable parents to connect with professionals and receive assistance
with the career planning process.
Parental Orientation Days
Students typically engage in some form of college orientation; these have long been
focused solely on the student. Murphy, (2014) found that parent inclusion in orientation
programs could be a positive predictor of student retention. Organizations with high interest
from students are generally those that are perceived as providing students with the resources,
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services and support systems needed to successfully obtain a degree. Coburn and Woodward
(2001) postulate that parent orientation is a valuable asset and that by educating parents
institutions can have an ally in parents to encourage students toward career choices.
ADNOC must introduce orientation programs specifically for parents of Emiratis
students that are interested in scholarships with ADNOC. Educating the parents of college-
bound children about careers in petroleum engineering could be a solution for assuring more
Emiratis enter the Petroleum Engineering field. Designing a parent-centered orientation program
that provides parents with tools and real-world examples to help them have career discussions
with their children will be very beneficial to the ADNOC Scholarship office. Parent
participation in orientation provides an opportunity for the office to showcase the multitude of
services being offered to both parents and student and can help reaffirm parents trust in the
ADNOC Scholarship office. Essentially, the parent orientation program should incorporate
theories to better educate and prepare parents about the various career options as well as the
psychological challenges that they may encounter. The intent of the parent orientation should
also be to welcome parents to the organization, ease fears and highlight resources (Coburn &
Woodward, 2001).
The planned orientation sessions should be held at the ADNOC Scholarship office
periodically during the year. This will allow for parents to become familiar with the location and
have a glimpse of the office that will play a defining role in their child’s life for the next four
years. Becoming familiar with the scholarship office, the culture and the staff will also make it
easier for parents to have informed conversations with counselors and advisors in regards to
career opportunities, academic major, and career pathway choices. Parents require current and
effective methods of approaching careers that they may not be familiar with, such as petroleum
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engineering. One way to source information about the difficulties that parents face could be the
use of focus groups and questionnaires during the orientation sessions.
Dougherty et al. (2009) found that parent involvement impacts students’ academic
success as well as the success of the community. The parent orientation sessions can be a great
opportunity for parents to learn about the scholarship rules, criteria, procedures, careers and
resources available. The role of the academic advisor can also be explained in detail here. At the
same time the orientation will allow for parents to meet other parents in the same predicament
and provide a sense of community, as well as the potential for friendships.
Parents of ADNOC Scholarship Students Association
A great way to get parents involved and informed about the Scholarship Office is through
the creation of an ADNOC Scholarship Student Parent Association (ASSPA) or group, this can
be a part of the website or an Instagram page, that allows for parents of ADNOC Scholarship
students to get together, gauge information and interact with other parents facing the same
situation. By joining ASSPA, parents can stay informed of important dates and events that
impact their children. Additionally, parents can have a platform to seek assistance and voice their
concerns.
ADNOC Advice Line
Customer service is important to all organizations, as it is often the only contact a
customer has with a company. ADNOC Scholarship’s customers are the Emirati community,
which are vital to the success of the department. Scholarship students and their parents put their
trust in the Scholarship program consequently; when they have a question they expect the
Scholarship Department to resolve their issues. Having a dedicated 800 number that is in service
24 hours will ensure that ADNOC provides excellent customer service to parents seeking advice
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or clarity. Making the organization available to the public can be a source of promotion for
ADNOC and its scholarships. Trained staff members can assist the caller in inquiries, resolve
issues and explore career options. The dedicated 800 number can also be a source to provide
guidance and resource referrals.
High School Visits
Coburn & Woodward (2001) recognize that there is a dearth of information on college
major selection and potential careers available to parents, whilst their children are still in middle
and high school. Many parents unknowingly assume that the schools will take care of higher
education and career planning. Unfortunately, the ratio of guidance counselors to students is
generally low and even when counselors are available students are not required to utilize their
services. Career choice decisions are an area of great stress for parents and students alike as there
are hundreds of majors to choose from. This complexity raises a demand for resources that
provide aid in making career decisions.
Early years are important in the formation of ideas and perceptions. During middle school
and high school children are dependent on others to provide learning opportunities. Involved
parents start in early stages to source out career paths for their children. ADNOC Scholarship
office can intercept at earlier stages of education and work with schools to deeply engage parents
and students in exploring hydrocarbon careers and provide an avenue for career awareness, and
development of career planning skills. Gordon, (1984) addresses that children spend a great deal
of time with families during school years, having information sessions at schools will provide
parents with accurate information in preparation for higher education and more specifically
choice of major.
When parents are knowledgeable at early stages, they will become active participants in
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the career decisions of their children. Parents will encourage their children to set goals, consider
alternatives, and plan a road map to meet their goals. If ADNOC can provide information on
Petroleum Engineering early on then parents can help their children make effective career
decisions. Knowledge about occupations in the hydrocarbon sector gained through information
sessions will build a foundation for knowledge based career choices.
Solution Two: Reevaluating Salary Packages for Petroleum
Engineers and Creating Value in the Career
Compensation is an important aspect of career selection. In the UAE remuneration plays
a big part in career decisions. Parents expressed that salaries were not reflective of the value,
time and education required to become a petroleum engineer. Additional they felt that the career
should provide more financial security.
In order for ADNOC to increase the number of applicants for petroleum engineering
scholarship, the current salary packages offered to petroleum engineers need to be reviewed.
Matters of compensation require that consideration be given to the role that the position serves
within the organization. Moreover, careful analysis between the organizational needs and
individual considerations should be conducted to arrive at an ideal compensation structure. In
order to be competitive, ADNOC needs to perform job evaluation internally and externally and
to review the pay structures. Benchmarking with employers in the same sector can help ADNOC
to compare compensation practices including salaries, allowances, bonuses and benefits against
other organizations in in the same labor market. Benchmarking can also provide access to
information that will allow ADNOC to build a matrix that identifies the value of skills and
competencies in determining compensation. This process will ensure that petroleum engineers
are compensated fairly and justifiably.
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Compensation includes more than just an annual salary; compensation includes
allowances, bonuses good health insurance, tuition benefits, and annual leave. The package at
ADNOC must have a perfect balance among these to attract students. According to the World
Economic Forum 2016, unconscious bias by managers and lack of work place balance were rated
as the top factors that keep women from the industry. Therefore, ADNOC must take additional
steps to make the workplace hospitable for female engineers. Flexible work schedules, child care
provisions and female friendly accommodations on site could help. Furthermore, diversity and
inclusiveness training will help to increase workplace effectively and will help employees
develop value and respect. Introduction of hiring quotas and reviewing broad range of candidates
for positions could also resolve the gender imbalance.
Even when organizations have this balance they may find that problems with
compensation still persist this is simply because of the lack of communication in regards to
compensation. Upon the completion of the analysis it may come out that ADNOC’s packages are
in fact competitive, however features of the package are not being explained or highlighted to the
parents. Making parents aware of the compensation package and ensuring that they understand it
can lead to confidence in the organization, which can improve motivation to enter the field.
Furthermore, it is important that ADNOC create value for the petroleum engineering
career. Values are what give the job a purpose; it is the reason that parents would direct their
children towards an engineering field. Along with the material benefits, ADNOC must highlight
the prestige that comes with the career and the fact that the petroleum engineering is directly
related to advancement of the nation. Parents must gain satisfaction with knowing that their
choice of career for their children is contributing to vision of the UAE leadership’s directive.
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A compensation communication strategy should be developed by the ADNOC
scholarship office and delivered to the parents and the community. There should be transparency
within the organization and parents should be clearly advised of the salary, allowances, perks,
job prospects and the basis for progression in the field. Communication of the complete
compensation package should also entail the values attached with the jobs. This can be done
through formats such as student handbooks, presentations during orientation, workshops and
consistent interactions with the Scholarship office. The importance of giving parents access to
compensation plan that is concise and clear can be an excellent tool to attract students into the
Petroleum-Engineering field.
Solution Three: Mentorship Program
Since the establishment of the first institution in the UAE, gender equality has been on
the forefront of the nations agenda. Despite the increase in the number of women attending
higher education, the percentage of women entering the workforce in non-traditional careers
such as petroleum engineering is disproportionate.
The oil and gas industry is a prime example of gender dynamics. Historically men have
dominated the industry; as a result, men have more opportunity to acquire the knowledge needed
to enter the industry and access scholarships. Williams, Kilanski, & Muller, (2014) found that
among the largest oil and gas corporations women only comprised 13% of the total number of
corporate officers. Research also suggests that women may not have the same access or exposure
to the industry. Furthermore, women may not pursue careers in male dominated fields due to the
opinions of families and the traditions and cultural pressures of the communities in which they
reside. This holds true for the UAE, as parents expressed that a lack of understanding in this field
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and the absence of female role models deterred them from pursing this avenue for their
daughters.
In order for ADNOC to increase gender diversity in petroleum engineering, diversity
programs such as mentoring programs must be introduced into the organization. ADNOC
Scholarship must design and introduce a formal mentoring program for females. This program
should be intended to increase women and their families understanding of the industry. Allowing
women to network and make connections with other women will allow for exchange of crucial
knowledge, experience and skills required to succeed in the industry. Access to women in the oil
and gas industry can also provide crucial technical and career advise for aspiring women and
their families. In addition mentorship can provide information on achieving work–family
balance. Through mentoring, females and their families may gain the understanding of obstacles
and appreciate the importance of the role that women serve in the oil and gas industry.
Women that have gone through the ADNOC scholarship program must encourage each
other and build on mutual successes. Maxwell (1995) argued that leaders must pass on
knowledge and have successors. Females in the oil and gas industry have a duty to prepare the
next generation of females; this can be accomplished through mentorship. Brown, (2005) implies
that mentorships among females facilitate the climb up the career ladder and is an invaluable
resource for the recruitment and preparation of women in male dominated careers.
It is crucial that the mentorship program be inclusive of parents, as these individuals have
valuable input into the choices that female in the UAE make. Life altering choices such as the
selection of a career require careful consideration of the wishes of the family and respecting
traditions. Tang, Fouad, & Smith (1999) found that cultural values contribute to career selection
as particular careers are more desired and respected than others. For the most part parents that
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participated in the interviews placed high value on tradition and maintaining cultural
expectations especially when it came to females. Gardella and Haynes (2004) also found that
families were a source of strength for women entering non-traditional roles.
Designing The Mentoring Program
An impactful mentoring program is built upon careful design and sustained commitment.
The first step to designing is to understand the motivations of the target audience and to
understand the outcome that is desired from the program. The purpose of the mentorship
program at ADNOC will be for women and families to be able to successfully navigate within
the specialized career. The program will be designed with approval from management and the
use of a specialized external consultancy firm that will work with the scholarship department to
develop a mentoring program that takes into consideration key design aspects as such
enrollment, mentoring style and type as well as duration of the program. The consultancy firm
will also help to initiate the program, create marketing so that participants and mentors could be
sourced and help mentoring relationships to be forged.
The mentoring program will work to first educate both women and families about the oil
and gas sector and to create a roadmap for women from start of scholarship to their job
placement. This road map should also entail counseling and mentoring from female engineers
that have come up from the scholarship program and currently serve as engineers on the field.
Establishing strong mentoring programs for females and support for the families would enable
them to not be fearful of the industry
Mentorship program may not thrive without direction and focus. As such the ADNOC
program should entail a solid structure and guidance. A program workflow diagram can be
utilized to explain timeframe, key milestones, resources and the criteria for moving from one
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phase to the next. Providing goals and action plans will help keep momentum and add an aspect
of accountability to the program. Having checkpoints during mentoring will also help to track
progress.
The mentoring relationships can be long term; however there should be a closure to the
experience. This will give an opportunity for both mentors and mentee to give their feedback and
reflect on the benefits of the program. The creation of a mentoring program will be a big
investment on ADNOC’s part as such it is essential to articulate the impact of the program. The
closure of mentoring experience should also have a phase that measures the effectiveness of the
program. This will identify if the expectation of the program were achieved and highlight both
trouble spots as well as opportunities.
Proposed Solutions to Implement
Based on the findings from Chapter 4 and the proposed solutions presented above to the
KMO needs identified, this section discusses the implementation of the proposed solutions.
Solution one is to create awareness about the ADNOC Scholarship Office policies and
procedures as well as the full range of services the scholarship office has available to students.
Solution two is to review salary packages for petroleum engineers and consider revisions in
ADNOC packages. Solution three is to establish a strong mentorship program in the organization
for females and their families to enable more women to participate in the scholarship program
and eventually be hired into the sector.
Organizational Environment for Implementation
For any policy to find success, it is important to take into consideration both the internal
and external factors that may affect the successful implementation of a policy. The United Arab
Emirates (UAE) is a nation that has been forced to develop rapidly to keep a competitive edge on
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the global market. Educating the national population has always been a priority for the UAE
government but as a nation the UAE has been unable to focus attention on sciences. At the
ADNOC Scholarship Department, there is a struggle to intake students in the petroleum-
engineering field to meet future manpower needs. There are many circumstances that result in
low numbers of students applying for a scholarship in the petroleum engineering filed. One
significant reason is that the UAE is bound by its culture and religious beliefs.
The oil and gas industry has historically been a male dominated world, and this barrier is
exacerbated by the staunch opinions within the industry about women in the field. Gender
stereotyping continues to play a significant part in the low numbers of petroleum engineers in the
UAE. Even when women have equal opportunity to pursue technical careers, culture and family
settings force them to opt out. The belief that women should be good housewives is prevalent in
the UAE and the idea of men and women working in close proximity is still frowned upon.
Parents are less likely to take the risk of encouraging their daughters to pursue male dominated
careers.
When it comes to internal aspects the organization has particular characteristic to consider.
ADNOC has always been goal oriented and has aligned its missions to those of the Nation. The
solutions that are implemented must result in outcomes that are tied to the needs of the Nation.
Moreover, solutions must provide tangible results. In addition, it is important to understand the
culture of the organization. ADNOC has a very traditional culture, which fosters dialogue and
collaboration; however, decision-making is centralized at the top. As such it will be of
importance to get the support of higher management in order to bring any solution to life.
Furthermore, it is important to assess barriers such as technology, knowledge and
organizational structure. At ADNOC there can be multiple groups that may work on the same
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project and multiple approvals may be needed before a project is launched. In order to avoid
redundancy and conflict, it would be advisable to bring in outside consultancy to aid in the
development and implantation stages. An external source would work with the identified groups
within ADNOC to provide expertise in specialized arenas such as developing mentoring
programs and successful orientation and seminars. ADNOC groups will be the central drivers of
the solutions whilst the external consultants will provide training and support where necessary.
Implementation Action Steps
To implement the proposed solutions to create awareness about the ADNOC Scholarship
Office, to review salary packages for petroleum engineers at ADNOC and to create a mentoring
program for females and their families the following action steps as highlighted in Table 21 are
required
Solutions Implementation Action Steps
Create awareness about the
ADNOC Scholarship
Office policies and
procedures as well as the
full range of services the
scholarship office has
available to students.
o Hold orientation for parents at the ADNOC office
to familiarize parents with types of scholarships,
criteria, procedures and resources available.
o Develop a scholarship call center (800 number)
o Create a ADNOC Scholarship Student Parent
Association (ASSPA)
o Develop the website to be informative
o Starting information sessions for students and
parents at junior and middle schools
Review salary packages for
petroleum engineers and
consider revisions in
ADNOC packages.
o Identify other scholarship providers and employers
for petroleum engineering
o Conduct benchmarking/ market research with other
providers
o Reformat ADNOC packages to be competitive and
attractive.
Establish a strong
mentorship program in the
organization for females
and their families to enable
o Reach out to female engineering alumni and
formulate a list of female alumni that would be
willing to serve as mentors.
o Develop a platform by which female engineers can
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Table 25: Validated Causes, Solutions, and Implementation Action Steps
Building Capacity to Implement
Prior to considering moving forward with the creation of a mentorship program, it is
important to explore aspects of the organization and human resources that could have
implications on design and the implementation of the solution. Currently there is strong push
from top management and the leaders of the nation for women empowerment and advancement
in the petrochemical industry; therefore support is readily available for a program that benefits
women’s entrance and advancement into the field. The value placed on mentoring young females
will be higher now that management is pushing for greater diversity and gender equality.
A potential capacity barrier to implementing the proposed solutions that is worth
considering is the capacity of the human resources available to design and implement the
mentorship program. Currently, ADNOC Scholarship Department does not have a mentoring
program in the entire organization; as such there is no prior experience or knowledge to guide the
Scholarship office. In order to have a successful design, outside expertise must be brought in. For
this to happen, a request for a tender to an outside agency specializing in the formation of
mentorship programs will be established. This will need to be accessed by the communications
department and approved by management. Once a tender is given, the agency will come in and
train an already established support team within the scholarship office. The support team is
currently dedicated to event planning, and they will work with the outside agency to design and
develop a program that fits the needs of the female mentoring that the Scholarship office seeks.
more women to participate
in the scholarship program
and eventually be hired into
the sector.
collaborate with other professionals and provide
mentoring for young adults.
o Host the first Female engineers of ANOC
conference to provide guidance, training and
support for those hoping to become engineers and
their families
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Aside from the outside agency that will serve as advisors, there will be no need for new
recruits. The internal support team will be utilized to go through the archives and produce a
database of female graduates from the ADNOC Scholarship program who are currently
successfully serving roles within the petrochemical industry. These individuals will be contacted
for their interest in being involved in a mentorship program. Once a list of potential mentors is
established, a platform with the help of the outside agency must be created by which females can
collaborate with other professionals and provide mentoring for young adults.
The crucial players in this will be top management, the outside agency contracted for the
development of the program and the staff of the Scholarship office that will implement and
maintain the success of the program. Training will be provided to both scholarship staff and the
mentors to ensure that there is success within the program.
As this is an initiative that will be welcomed by management, financial resources in
designing the program, holding conferences and providing space for mentoring to take place will
not be an obstacle.
Timeline
The following table (Table 26) illustrates the proposed timeline for the recommended
policy solution, creating awareness about ADNOC Scholarship office, policies and resources
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Proposed Solution(s) Action Steps Timeframe
Create awareness about the
ADNOC Scholarship Office
policies and procedures as
well as the full range of
services the scholarship office
has available to students.
Develop the website to
be informative
9/17-10/17(1 month)
Create a ADNOC
Scholarship Student
Parent Association
(ASSPA)
10/17-11/17 (1 month)
Develop a parental
orientation program
inclusive of take away
materials, such as
student handbook,
leaflets, and induction
material.
Hold orientation at the
ADNOC office to
familiarize parents with
types of scholarships,
criteria, procedures and
resources available.
12/17- 01/18 (2 months)
Starting information
sessions for students and
parents at junior and
middle schools
11/17-01/18 (3 months)
Table 26: Timeframe for creating awareness of ADNOC Office
The following table (Table 27) illustrates the proposed timeline for the recommended
policy solution, examining the salary packages for petroleum engineers at ADNOC.
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Proposed Solution(s) Action Steps Timeframe
Review salary packages for
petroleum engineers and
consider revisions in ADNOC
packages.
Identify other
scholarship providers
and employers for
petroleum engineering
9/17-10/17(1 month)
Conduct benchmarking/
market research with
other providers
10/17-12/17 (2 months)
Present Findings to
Management.
01/18 (1 month)
Gain approval to make
changes where necessary
01/18 – 2/18 (1 months)
Reformat ADNOC
packages to be
competitive and
attractive.
3/18- 6/18 (4 months)
Work with HR to
formulate a
communication of
compensation package
strategy
5/18 – 7/18 (3months)
Communicate new
packages to parents and
students.
08/18- 12/18 (4 months)
Table 27: Timeframe for reviewing ADNOC salary package
The following table (Table 28) illustrates the proposed timeline for the recommended
policy solution, creating a mentoring program for females and their families.
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Proposed Solution(s) Action Steps Timeframe
Establish a strong mentorship
program at the Scholarship
office for females and their
families to enable more
women to participate
Prepare a proposal for
management and gain
approval for the program
9/17-10/17(1 month)
Conduct research for
companies specializing
in mentoring programs.
10/17-11/17 (1 month)
Secure a tender for an
outside agency.
12/17- 01/18 (2 months)
Formulate a list of
mentors
11/17-01/18 (2 months)
Design a mentoring
program with the agency
2/18-05/18 (4 months)
Provide training for
mentors and scholarship
office
06/18-07/18 (1 months)
Conduct a pilot program 08/18 – 10/18 (2 months)
Evaluate the success of
the program, highlight
challenges and
implement changes.
08/18-11/18 (3 months)
Organize an open house
for networking of
females and their
families with females in
the industry.
12/18
Table 28: Timeframe for establishing a mentoring program for females.
In order to integrate the solutions successfully into the organization, a concrete timeframe
needs to be developed. The awareness campaign will be a four month process that will come into
fruition in February of 2018. Once the program has been developed the information campaigns
will be a regular occurrences through out the academic calendar. For solution two, ADNOC will
have to dedicate 14 months as the salary packages will have to be benchmarked against other
providers, the findings will have to be presented to management and there will be discussion
with legal and Human resources in enhancing or reformatting the packages. The communication
of the reformatted package will commence in August of 2018. Similarly, solution three will also
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require 14 months before the initiative is successfully launched. The development of the
mentorship program and subsequent pilot program requires a great deal of time and patience to
maneuver. As such ADNOC will be able to launch the mentoring program by the end of 2018.
Evaluation Plan
In order to determine if the solutions implemented are effective in closing the identified
gaps an evaluation plan is necessary. Kirkpatrick and Kirkpatrick (2006) posit that effectiveness
of policies and procedures can be evaluated through a sequence of four steps: reaction, learning,
behavior and results. In level one of the, reaction measures the thoughts people have in regards to
the process. The second step refers to the learning that takes place and the increase in knowledge
from the experience. The third step is the behavioral change that occurs as a result of the
program. The fourth step identifies the impact that the results have had on organization. Each
level of the process requires a different evaluation approach to determine the success of the
program. Table 29 summarizes how evaluation will take place at each level of the Kirkpatrick
model.
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Levels Evaluation Plan
Level One: Reaction o Reaction sheet distributed to parents during the
information sessions and the mentoring program.
o Placement of a Smiley face poll on the website to
determine if the users found the website to be useful and
informative
o Observation of parents during orientation days at
ADNOC.
Level Two: Learning o Pre – Post awareness of scholarship programs
o Checklist to evaluate understanding of scholarship
program rules and regulations.
o Focus groups to identify the success of the programs and
to receive feedback.
Level Three: Behavior o Observations, informal interviews to review the extent
to which parents have understood and accepted the
program.
Level Four: Results o Evidence of acceptance and understanding of the
ADNOC Scholarship program. (use of controlled focus
groups)
o Evidence in data/reports of the number of students
applying for petroleum engineering
Table 29: Evaluation Plan
Level One: Reaction
The first, and perhaps the easiest aspect of the Kirkpatrick model is to measure the
participants reaction to the changes implemented. It is of importance to ADNOC Scholarship
Department that parents, students, administrators and management be accepting of the changes
and react favorably towards them. Motivation to retain knowledge from the program is tied to
satisfaction, if parents find the changes to be engaging, they will be more likely to give attention
to the information and learn. ADNOC scholarship department could utilize reaction surveys to
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measure the immediate perceptions of the quality and usefulness of the programs that have been
implemented.
For the new website, ADNOC could also make use of polls to determine if the users
found the website to be useful and informative and allow for feedback as to what could be done
to improve the website. Placement of a poll in a prominent location on the homepage is an
excellent opportunity to engage the user immediately and generate important insights about the
effectiveness of the website. Similarly satisfaction surveys can be administered at the end of
parent orientation sessions and mentoring programs to measure how parents felt in regards to the
relevancy of the information, whether the program objectives were clearly defined, and if the
presenter was knowledgeable and able to facilitate the program in an effective manner allowing
for participation and questions.
Another reaction tool that can be utilized is to watch for body language during the
awareness and mentoring sessions and get informal verbal feedback during interactions with the
parents. If done effectively reaction sheets can be a strategic tool to collect information about the
needs, opinions and attitudes of the participants to measure satisfaction, to gauge return on the
investment, add credibility to the program and devise plans to improve the program.
Level Two: Learning
Learning is the second level of the process and it essentially tests to determine how much
learning was transferred. According to Kirkpatrick and Kirkpatrick (2006) learning is a crucial
step as no change in behavior can occur unless learning has taken place. ADNOC scholarship
can assess learning at various stages through pre and post survey in regards to their knowledge.
By comparing initial responses to those after going through the mentoring and awareness
sessions ADNOC Scholarship department can determine if learning has taken place and an
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improvement in parents knowledge motivation and attitude is present. Surveys will assess how
confident parents feel in career decision-making in the petroleum engineering field, as well as
their attitude and commitment for the major.
Moreover use of focus groups will allow measuring of skills, knowledge and changes in
attitudes of the parents as a result of the programs. ADNOC Scholarship department may also
conduct follow-up evaluations in three to six months to check for retention of information.
Level Three: Behavior
At the behavioral level participants must showcase a degree of change in behavior.
Kirkpatrick and Kirkpatrick (2006) highlight that it is important to measure what is learned, but
if the knowledge that has been acquired is not applied then the process will not exhibit the
desired results. Measuring change in behavior effectively can be challenging and requires long
term commitment. Changes in behavior are not immediate and should only be assessed when
enough time has lapsed to see a change (Kirkpatrick and Kirkpatrick, 2006). When the
performance issue is quantifiable then a simple comparison of the before and after can be
conducted. When the situation is not quantifiable, close observation and analysis is required.
Clark & Estes (2008) state that the best evaluations of knowledge transfer are done by those that
work closely with the learner.
Multiple viewpoints and multiple methods for collecting data are essential to evaluate
behavioral change. One of the best ways to measure behavior change for ADNOC will be to
conduct observations and interviews with parents over time. Observations of parents that come
into the ADNOC offices and through social media feeds can be a means of evaluating the
perception that parents hold about careers with ADNOC and petroleum engineering in particular.
Additionally conducting informal interviews with parents will allow for parents to share their
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understanding and learning from the programs. Face ‐ to ‐ face and telephone interviews can both
generate detailed information and allow for change to be probed in depth enable behavior change
to be explored in more depth. The interviews will highlight how knowledge and skills gained
through the programs have changes parents attitudes and aided in career decision making
process.
Level Four: Results
Level four of the evaluation plan examines the results with the objectives of the program.
This can be a difficult process as concrete results are hard to come by. Kirkpatrick and
Kirkpatrick (2006) posit six steps in evaluating results: the use of a control group where
applicable, allocating time for results to be accessed, obtaining data before and after
implementation of the solution, repeating measurements if necessary, keeping costs and benefits
in minds and being satisfied with the impact of the evidence.
The biggest challenge at this level is to design an effective method to measure outcomes
and define the outcomes that have come as a direct result of implementation solutions.
Understanding the impact of results is important when measuring results. Once ADNOC
Scholarship Department has garnered an understanding of the impact then a control group can be
identified. Comparing results of a group that went through the program with a control group of
non trained parents can be an appropriate approach. Additionally having the ability to compare
results of parents before the solutions were implemented and after can also give credibility to the
results than examining only post solution data.
Future Research
ADNOC Scholarship can benefit from future research on other hydrocarbon careers and
the low number of applicants. In particular there is a shortage of Emiratis that apply for the
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seafarer program at ADNOC. This program is directed at manning the ADNOC marine vessels
with qualified and trained personnel.
Furthermore the study can also be extended to examine the retention of scholarship
students in ADNOC and its group companies. It has been noted that there is poor transition from
school to the job market. Many graduates serve their required time at ADNOC, but ultimately
leave the organization. It would serve ADNOC to understand why this happens and how to curb
this from happening.
Conclusion
This study was conducted to assess gaps that may exist in the knowledge, motivation and
organizational resources influencing ADNOC scholarship office in attracting Emirati students to
apply for petroleum engineering scholarships. The UAE is a nation that is in a transformative
stage, whilst it attempts to move away from an oil dependent economy into one that is
knowledge based. Great emphasis is thus placed on fostering achievements in the field of
education. As a scholarship provider for Emiratis, ADNOC plays a crucial role in this National
Vision. Low numbers of applicants for scholarship in the petroleum engineering field signifies a
failure of the program to successfully prepare and integrate Emiratis into high skilled positions
within the economy.
The results from surveys and interviews conducted with Emirati parents reflect that there
are knowledge motivational and organizational gaps. In regards to knowledge results support that
parents did not have the procedural knowledge in making career decisions for their children.
Emirati parents were unable to identify the ADNOC resources available to help them and the
methods of acquiring these resources. For motivation, Emirati parents displayed high self
efficacy. Parents were confident and capable to handle career decision making. Validation of
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motivational needs also suggested that parents place high regards in expectancy and utility value.
Emirati parents lean towards careers that would give their children and themselves prestige
within the community whilst also provide high compensation packages. In regards to
organizational needs, it was found that Emirati parents exhibited aspects of the cultural model
and cultural setting. In terms of cultural model, parents voiced that there were lack of effective
role models for females aspiring to enter the field of petroleum engineering. Similarly for
cultural setting parents expressed restrictive or unnecessary rules that places higher value on
housewife than one who had a career.
The solutions recommended in this study address al the validated needs: (1) create
awareness about the ADNOC Scholarship resources so that parents can avail them; (2) review
the compensation structure for petroleum engineers at ADNOC; (3) Establish a strong
mentorship program at the Scholarship office for females and their families. By implementing
these solutions ADNOC scholarship office can close the gaps between the current state of affairs
and the desires results.
Success of the ADNOC Scholarship program can have a great impact in accomplishing
the vision of the UAE. With qualified petroleum engineers, dependency on foreign labor can be
diminished and efforts to nationalize key areas of the economy can be accomplished.
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APPENDIX A
SURVEY
Career Choice for Emirati Students ( ت ار اي خ لا ةي ن همل ا ب لاط لل ن ي ي ت ار املا ا )
1. Parent ( يل و رم لأ ا )
Male ( ر ك ذ)
Female( ىثن أ)
2. Child at PI ( كن ب ا \ كت ن ب أ يف دهع م لا يل ورت ب لا )
Male ( ر ك ذ)
Female ( ىثن أ)
3. Education Level of Parent ( ىوت سم لا يمي لعت لا يل ول رم لأ ا )
Some Schooling ( لقأ نع ةي ون اث لا ةماع لا)
High School ( ةي وناث ةماع )
Bachelors ( سوي ر ولاك ب )
Post Graduate ( تاس ارد اي لع )
4. If you would agree to participate in an interview please provide email address:
له ب غ رت ة ك راشم لا ب يف انت لباق م دعب ة ئ ب ع ت ن ايب ت سلا ا ، ىجر ي كن م ة فاض إ كديرب ينو رت ك للاا
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5. Please indicate to what extent you agree or disagree with the following statements.
ىجر ي ةراشلا ا ىل إ يأ ىد م قف اوت وأ لا قفا وت عم ت ار ابع لا ة ي لا ت لا
Strongly
Agree
قفا وأ ةدشب
Agree
قفا وأ
Neither
Agree nor
Disagree
لا قفا وأ لاو
ض فر أ
Disagree
ض فر أ
Strongly
Disagree
ضف رأ ةدشب
I have significant influence
on my children career
decision
.كلتم ا ري ث أت ظو حلم ىل ع ت ار ار ق
يد لا وأ ن أشب ة ف ي ظو لا
I feel confident in making
career decisions for my
children
.رع شأ ة ق ث لا ب دنع يذ اختا ت ار ار ق
ة ي ف ي ظو صخت يد لا و أ
I find myself asking family
and friends for advice when
making career decisions for
my children
.دج أ يسفن ب لطأ ة حي ص ن ل هلأ ا
ءاقد ص لأ او يف ت ار ا رقلا ة ي ف ي ظو لا
ة ص اخل ا يد لا وأب
I understand the schooling
needed to become a
petroleum engineer
.مهف ت أ ت ابلطت م لا ة ي سارد لا ة ب ولطم لا
ن وك لأ سدنه م ل ورت ب يف ل ب ق ت سم لا
I encourage my children to
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explore technical careers
.عجشا يد لا وا ىل ع فاشت ك ا ل ام ع لأ ا
ة ي ن ف لا
Petroleum engineering is an
appealing career
.ة سدنه لا ة ي لورتب لا ة ن ه م ة قوم رم
I encourage my children to
take career assessment tests
and research careers
عجش يد لا وأ ىل ع ذا خت ا ت ا رابت خا
ميي ق ت لا يفي ظو لا ث حب لا و نع فئ اظو لا
I would support a career in
engineering with ADNOC
( انأ عجشا ل م ع لا ىل ع ل اجم ة سد ن ه لا
يف ة ك رش ل ورت ب يبظ وب أ ة ي ن طو لا
( كو ن دأ
The government provides
equal opportunity for
education for men and
women
.رف وت ة م وك حلا صر ف ميلع ت ة ي وا ست م
روك ذل ل ث انلا او
I apply the same thought
process in career decisions
making for male and female
children
.قب طا سف ن راكف لا ا يف ذا خت ا ت ار ا رق
ل م ع لا يد لا ولأ نم روك ذل ا ث ا ن لا او
Women can be as good in
technical careers as men.
ن ك م ي ةأرملل نا سرامت ل ام ع لأ ا ة ي ن ف لا
ل ك شب ديج ام ام ت ل جرل اك
It is important for women to
be a successful wife than to
be in a successful career.
نم مهم لا نأ ن وك ت ةأرملا ة جوز ة حجان
رث ك أ نم نأ كلتم ت ة ف ي ظ و ة حجان
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It is acceptable in society to
have female engineers.
نم ل وب ق م لا ً
ا ي ع م ت جم دوجو ت اسد ن ه م
ت اد ي س
Careers should be based on
genders.
ب جي نا دنت ست فئ اظو لا ىل ع ع ون لا
سن جلا رك ذ وأ ىثن أ
We need more women in
petroleum careers.
ن حن ة جاحب ىل إ ديزم لا نم ءاس ن لا يف
فئ اظو ة سدنه ل ورت ب لا
Salary packages are high for
a career in petroleum
engineering.
ت اص ص خم لا ة ي لا م لا ة ص اخل ا فئ اظو ب
ل ورت ب لا ة ع ف ت رم
High salary is important
when it comes to career
choice.
ت ابت رم لا ة ع ف ت رم لا ة م ه م دنع ذا خت ا
ت ار ار ق لا ة ق لعت م لا ة ف ي ظو لا ب
Personal beliefs interfere with
my decision-making.
ل خد ت ت ت اع انق لا ة ي ص خشلا يف عن ص
ي ت ار ار ق
Culture plays a role in
decision-making.
ب ع لت ة فاقث لا ً
ا ر و د يف عن ص ت ار ا رقلا
I am comfortable with men
and women working together.
لأ عن ام ا ل ايح ل م ع ل جرل ا ةأ رم لا و
ً
ا ي و س
I expect my children to obey
my decisions at all times.
INCREASING THE NUMBER OF PETROLEUM ENGINEERING STUDENTS IN THE
UNITED ARAB EMIRATES
122
عقوت أ نأ ل ث ت م ي يد لا وأ يتارا رقل يف
لك ت اقولأ ا
I have visited or visit
ADNOC offices.
ت رز ب ت اك م ة ك رش كو ن دا نم ل ب ق
INCREASING THE NUMBER OF PETROLEUM ENGINEERING STUDENTS IN THE
UNITED ARAB EMIRATES
123
APPENDIX B
INTERVIEW PROTOCOL
Would you consider Petroleum Engineering an appealing career option for your children?
How familiar are you with the petroleum engineering profession and what is your impression of
the career?
To what extent are you involved in career decision making for your children?
How confident are you in making career decisions for your children?
What specific cultural values and beliefs do you face as a parent that may influence your
decision making?
What are your opinions on men and women working together?
How does society affect the decisions you make?
How does the government aid in your decision-making?
Abstract (if available)
Abstract
This study utilizes Clark and Estes’ (2008) gap analysis framework to develop an improvement model for the scholarship division at the Abu Dhabi National Oil Company (ADNOC). The purpose of this research was to identify the root causes of the low number of Emirati students applying for scholarships in petroleum engineering and to understand the lack of participation of women in the field. The methodological framework was a mixed method approach querying the parents of 533 students studying petroleum engineering at the Petroleum Institute in Abu Dhabi. A survey entitled “Career Choice for Emirati Students” was sent to 533 parents, and six randomly selected parents were subsequently interviewed. Further analysis was conducted using frequencies and descriptive analysis. Findings from this study revealed that parents of ADNOC scholarship student required guidance in identifying resources available to them to help make career decisions. This study also found that to encourage females to enter the field of petroleum engineering, there was a need for more female role models. Solutions developed through this study seek to bridge gaps that exist between current practices at the scholarship division and the desired results. The study also contributes transferable approaches that may be applicable to other careers that face similar lack of participation from Emirati students.
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Asset Metadata
Creator
Al Ali, Faisal Mohamed
(author)
Core Title
Increasing the number of petroleum engineering students in the United Arab Emirates: an improvement model
School
Rossier School of Education
Degree
Doctor of Education
Degree Program
Global Executive
Publication Date
08/02/2017
Defense Date
05/12/2017
Publisher
University of Southern California
(original),
University of Southern California. Libraries
(digital)
Tag
OAI-PMH Harvest,petroleum engineering students,United Arab Emirates
Language
English
Contributor
Electronically uploaded by the author
(provenance)
Advisor
Robison, Mark Power (
committee chair
), Krop, Cathy Sloane (
committee member
), Tambascia, Tracy (
committee member
)
Creator Email
amfaisal@usc.edu,v-44@hotmail.com
Permanent Link (DOI)
https://doi.org/10.25549/usctheses-c40-420442
Unique identifier
UC11263246
Identifier
etd-AlAliFaisa-5671.pdf (filename),usctheses-c40-420442 (legacy record id)
Legacy Identifier
etd-AlAliFaisa-5671.pdf
Dmrecord
420442
Document Type
Dissertation
Rights
Al Ali, Faisal Mohamed
Type
texts
Source
University of Southern California
(contributing entity),
University of Southern California Dissertations and Theses
(collection)
Access Conditions
The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...
Repository Name
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Repository Location
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Tags
petroleum engineering students