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Increasing female representation in the finance and banking sector in Qatar

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Increasing female representation in the finance and banking sector in Qatar

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Increasing Female Representation in the Finance and Banking Sector in Qatar
by
Dhabya Al-Buenain

Rossier School of Education
University of Southern California
A dissertation submitted to the faculty
in partial fulfillment of the requirements for the degree of
Doctor of Education

November 2021

© Copyright by Dhabya Al-Buenain 2021
All Rights Reserved

The Committee for Dhabya Al-Buenain certifies the approval of this Dissertation

Dr. Cathy Krop Committee Member
Dr. Brina Hinga Committee Member
Dr. Mark Robison Committee Chair

Rossier School of Education
University of Southern California
2021

iv
Abstract
The Qatar Banking School for Girls (BBSG) was established in 2015 as part of the institutions that
can help Qatar meet its National Vision 2030. One of the targets of this blueprint is to ensure that
50% of the country’s workforce should comprise Qataris by 2030, which is difficult to achieve
unless more Qatari women join the nation’s workforce. Hence, the main objective of the school is
to increase the female representation across the country’s male-dominated business, banking, and
finance employment and education sectors. This study examines the efforts this institution with
the aim of establishing whether it provides an environment that promotes the wholesome growth
and development of its students.
A gap analysis framework was used to determine any disparities that exist between QBSGs
goals and its actual performance. The gap analysis model argues that three main factors may lead
to these performance polarities: gaps in knowledge and skills, motivational challenges, and
organizational barriers. This qualitative single case study recruited 14 recent alumnae from QBSG
who are currently enrolled in various universities across Qatar to investigate: (i) the knowledge,
motivational, and organizational needs of the school’s graduates to prepare them for success in
both the university level and in their careers; and (ii) recommended solutions to support the needs
found in (i). Data was collected using interviews conducted virtually due to the ongoing
coronavirus epidemic.
It was found that QBSG’s curriculum and teaching methods, practical application of
theory, critical analysis of case studies, and problem-solving assignments significantly enhance
the confidence and skills of its students. Thus, they are better prepared for the professional field
as compared to their counterparts from other schools. However, various gaps were still identified
and the study recommends that QBSG should establish structures to enhance the employment

v
skills of its students and to support the professional, personal, and academic development of the
learners. These needs can be met through a structured mentorship program offered by the
institution in collaboration with current professionals and organizations in Qatar’s business and
finance sectors.

vi
Dedication
To my parents: my father, may Allah rest his soul in peace. For teaching us as youngsters that
knowledge is the most powerful weapon a person can wield and the most reliable source of
support. My mother, for passing on her resilience to us as she is the most powerful lady I have
ever known. Thank you both for teaching me the value of love and respect. This study is devoted
to you both.

vii
Acknowledgements
First and foremost, I am grateful to Prof. Mark Robison, my dissertation chair, for his
helpful guidance and continuous support throughout my dissertation study. I'd like to express my
gratitude to Dr. Cathy Krop and Dr. Brina Hing, members of my Dissertation Committee, for
sharing their knowledge, extensive experience, and helpful advice. I would like to express my
gratitude to Dr. Sabrina Chong for her assistance and support. To the Global EdD program
faculty & peers, thank you being active factors that aided in shaping, enhancing and making this
experience unforgettable.
I would also like to thank my family, particularly my husband and children for their
everlasting encouragement and understanding throughout these shifting times.
Last but not least, to my sister Fatima, thank you for always being there for me literally
and metaphorically through this journey.

viii
Table of Contents
Abstract .......................................................................................................................................... iv
Acknowledgements ....................................................................................................................... vii
List of Tables ................................................................................................................................. xi
List of Figures ............................................................................................................................... xii
Chapter 1: Introduction ....................................................................................................................1
Background of the Problem .................................................................................................3
Organizational Context and Mission .................................................................................10
Organizational Goal ...........................................................................................................12
Stakeholders and Stakeholders’ Goal ................................................................................13
Purpose of the Study ..........................................................................................................14
Organizational Mission ......................................................................................................14
Organizational Goal ...........................................................................................................15
Conceptual Methodological Framework and Research Questions ....................................15
Definitions..........................................................................................................................17
Organizational Study’s Summary ......................................................................................18
Chapter Two: Literature Review ...................................................................................................19
Vocational Education .........................................................................................................19
Women in Finance and Business Sector in Qatar and Region...........................................32
Female Students’ Knowledge, Motivation and Organizational Influences .......................38
Summary ............................................................................................................................51
Chapter Three: Methods ................................................................................................................52
Participating Stakeholders .................................................................................................55

ix
Interview and/or Focus Group Sampling Strategy.............................................................55
Interview Sampling Criteria and Rationale........................................................................57
Data Collection and Instrumentation .................................................................................59
Data Analysis .....................................................................................................................61
Credibility and Trustworthiness .........................................................................................63
Ethics..................................................................................................................................64
Limitations and Delimitations ............................................................................................66
Chapter Four: Results and Findings ...............................................................................................68
Participating Stakeholders .................................................................................................70
Knowledge Results and Findings.......................................................................................71
Motivation Results and Findings .......................................................................................77
Organization Results and Findings ....................................................................................81
Conclusion .........................................................................................................................86
Chapter Five: Discussion and Conclusions....................................................................................88
Summary of Findings .........................................................................................................88
Interpretation and Discussion of Findings .........................................................................94
Study Recommendations ...................................................................................................99
Implications for Practice ..................................................................................................104
Implications for Policy .....................................................................................................106
Evaluation ........................................................................................................................109
Limitations .......................................................................................................................112
Recommendations for Future Research ...........................................................................113
Conclusion .......................................................................................................................113

x
References ....................................................................................................................................116
Appendix: Interview Protocol ......................................................................................................129

xi
List of Tables
Table 1: The Share of Women in the Labor force 8
Table 2: Number of the Students’ Enrollments in the School 11
Table 3: Assumed Knowledge Influences 42
Table 4: Assumed Motivational Influences 47
Table 5: Assumed Organizational Influences 50
Table 6: Assumed Knowledge, Motivation, and Organization (KMO) Influences 69
Table 7: Demographic Information of Interview Participants (n=14) 71
Table 8: Assumed Knowledge Themes and Status from Responses 72
Table 9: Motivation Themes and Status from Responses 77
Table 10: Organization Themes and Status from Responses 81
Table 11: Summary of Themes and Validation 87
Table 12: Summary of Assumed Knowledge Influence Findings 90
Table 13: Summary of Assumed Motivation Influence Findings 92
Table 14: Summary of Assumed Motivation Influence Findings 93
Table 15: High-Level Summary of Study Recommendations 99
Table 16: Evaluation Plan 110

xii
List of Figures
Figure 1: Gap Analysis Methodology 16
Figure 2: Stages of Technical Vocational Education and Training 22
Figure 3: Susceptibility of All Work Activities to Automation per Country (Middle East) 28
Figure 4: Economic participation per gender in Qatar 33
Figure 5: Qatar Women Representation in Finance and Business Sector by Age 36

1

Chapter 1: Introduction
A strong education is the foundation of a prosperous society capable of contributing to
the nation’s wealth. The present study demonstrates a detailed qualitative examination of a
secondary school’s initiative to educate female students for careers in business and banking and
provided for a gender-balanced workforce (Dimova et al., 2016). Women are underrepresented
in the Qatari professional business and finance industry. As of 2018, the population of Qatar was
2,712,000 people, of which 26% (approximately 712,000) were female (Statista, 2020b).
Although the Qatari government does not publicize the total size of the country's national
population, some estimates suggest that it reached 245,770 people by the end of 2010 (Winckler,
2015) and comprised 333,000 citizens by 2019 (Snoj, 2019).
Qatar’s population and its characteristics is mostly skewed to favor males. As of 2020,
there were approximately 3.39 males per female in the country (Central Intelligence Agency
[CIA], 2021). The largest age group in the nation are individuals between 25 and 54 years, who
comprise 70.66% of its population: there are 1,439,364 males as compared to 287,575 females in
this category (CIA, 2021). A similar disproportionality is seen in Qatar’s labor force, where, in
2019, there were 1,847,860 and 284,001 economically active males and females respectively
(Statista, 2020a). Furthermore, a recent survey of a sample of 1,049 Qatari women has
established that under 50% of respondents chose to pursue their education beyond high school,
whereas only 35% graduated from a four-year university course (Mitchell et al., 2015).
Nevertheless, "only three percent of Qatari female nationals are employed outside the home
versus 63% of Qatari male nationals." The majority of employed women hold public sector jobs
in education and health care, while very few work in the banking, business, and finance sectors
(Golkowska, 2014, p. 55). As explained by Sayre and Hendy (2016), "culturally appropriate jobs
2

for women are at a premium, and most of these jobs are found in the public sector" (p. 77). The
national target is 50% of the overall workforce to comprise Qatari citizens by the 2030 year
(IBP, 2019). However, the country's goal in terms of its 2030 Vision cannot be fulfilled unless
more women succeed in seeking employment within the above sectors.
The National Vision of Qatar reflects the state’s long-term goal and provides a
framework of national strategies and implementation plans. The Qatar National Vision 2030
(QNV 2030) projects a modern society capable of sustainable development and ensuring a high
living standard for its citizens (General Secretariat for Development Planning [GSDP], 2008). As
specified by GSDP (2008), there is a need for "a world-class educational system that equips
citizens to achieve their aspirations and to meet the needs of Qatar’s society" (p. 16) and provide
"incentives for Qataris to enter professional and management roles in business, health and
educational sectors," as well as "increased opportunities and vocational support for Qatari
women" (p. 18). Correspondingly, the Qatar Banking Studies and Business Administration
Secondary School for Girls (hereafter "Qatar Banking School for Girls" or "the School" or
"QBSG") was established in alignment with the mentioned government initiatives to enhance the
number of Qatari citizens employed in public and private sectors by generating skilled and well-
educated female graduates. Clark and Estes (2008) suggest that for an organization to meet its
goal, knowledge, skills, and motivation must coalesce in support of that goal. If one of these
processes fails to align with the organization's goal, there is a great risk of the latter not reaching
its goal. Polices and rules the organization establishes need to contribute to their desired goals
(Clark & Estes, 2008). This dissertation seeks to support the Qatar Banking School for Girls in
achieving its goal by examining its students' knowledge, motivational, and organizational needs
3

to explore the pertinent organizational performance gaps that could prevent the QBSG’s
graduates from successfully seeking employment and university education.
Background of the Problem
Today, vocational education institutions make an important contribution to the growth of
skilled professionals around the globe. The general concept of vocational education denotes
every type of education that aims for producing qualifications in terms of a specific profession.
The latter can be related to art or employment or can encompass essential training, proper skills,
and technical knowledge (Jeang, 2018). Such educational programs incorporate components
related to the general qualification and empower the student with an ability to exercise
independently any profession, art or activity suitable as per their age and level of training.
The vocational program in Qatar is accessible for those 9th grade students who meet
specific eligibility criteria such as scoring over 75% in Mathematics and English. Upon
admittance, the program involves internships and other workplace experiences designed to
produce graduates who are well prepared for joining the real-world workforce. Moreover, Qatar
works to establish a strong educational framework to meet the country’s developmental goals.
Accordingly, an Australian Institute has developed specific strategies to implement such
initiatives that are administered by the Ministry of Education and Higher Education responsible
for the education policy-making in Qatar (Harkat et al., 2016). The main goal of a vocational
program is to provide the learners with the essential skills so that they will be able to join the
businesses and industries as an efficient workforce or seek university degrees. In its turn, the
success of the vocation program is expected to bring about a positive impact on the overall
structure of national education and employment in Qatar as measured by the number of its
4

graduates enrolled in further studies within or those who secure jobs in the business, banking,
and finance sector.
The Growth of Vocational Education Worldwide
Vocational education was originally limited to training. However, with the industrial
growth in the nineteenth

century, various European countries started implementing vocational
education within elementary and secondary schools (Faikh & Ghazalian, 2015). In the United
States, vocational education across the public school settings encompassed manual training as
well as practical arts by the same period. In 1917, the vocational education in public schools
expanded to include the agricultural, trade, industrial, and homemaking study options.
Furthermore, the end of World War II contributed to the emergence of such innovative fields as
computer science, electronics, and medical services (Hanusheket al., 2017). Such developments
resulted in a rise of interest in the short-term postsecondary specialized training in the above
stated areas as an alternative to the traditional college education. In turn, the United Nations’
Educational and Vocational Education (UNEVOC) report entitled E2030: Education and Skills
for the 21st Century focuses on the implementation of vocational education and training (VET)
whereby a number of countries presently pay considerable attention to the technical and
vocational skills development by launching vocational programs to prepare students to succeed
in such areas as business, finance, medicine, and engineering (Pilz, 2017). Such a recent
vocational education trend can provide the Qatar citizens with the skills required to efficiently
perform their roles across a wide range of technical capacities. As the people of Qatar are
generally drawn to the public sector, such initiative can help in filling the professional gaps.

5

Vocational Education in Qatar
Vocational education is an emerging field in Qatar, although it is progressively increasing
its positioning as a key factor in preparing the next generation of students for the workforce
(Hampf & Woessmann, 2017). Vocational education is a complex and evolving concept
generally embracing "programs using work as their pretext, although treating it as a largely
generic or abstract construct; programs that have a specific occupational focus and may lead to a
license to practice; apprenticeships that combine education and training both in and away from
the workplace; and wor k ‐ based learning of various types and duration triggered by changes and
innovation in work processes'' (Guile & Unwin, 2019a, p. 1). In the definition of Wheelahan,
Buchanan, and Yu, a vocation denotes "a domain of practice performed by humans as
economically productive beings" that includes attributes, knowledge, and skills employed at a
workplace (Oliver et al., 2019, p. 131). In its turn, the purpose of VET is commonly understood
as generating a workforce with relevant skills to support the economy in terms of service
provision and/or production (Oliver et al., 2019). As such, VET can be defined as "the means
toward achieving occupational expertise and a platform for progression, rather than solely the
attainment of narrowly defined jobs competencies" (Fuller, 2019, p. 92). Vocational education is
intended to produce students possessing the essential skills needed to meet technical work
requirements in such fields as engineering, finance, business, or medicine. In the context of the
present dissertation, VET is approached as the type of education that incorporates the elements
of higher education eligibility and occupational orientation (Aarkrog, 2019) in the finance and
banking sector.
To this end, Qatar is experiencing a major challenge related to vocational education.
Despite its growing popularity, there remains a pressing need to engage more Qatari nationals in
6

public and private sector jobs. To achieve such a target as described in the 2030 Vision for Qatar,
the country seeks to further promote technical and vocational education and ensure its linkage
with the national goals and the realities of the labor market. Thus, Qatar’s vocational education
emerges as a solution designed to encourage the citizens of Qatar to engage with the public
sector jobs and fill the professional gaps in knowledge-based industries within the private sector,
such as financial services, information technologies, and oil and gas (Khan et al., 2018).
Vocational education also serves as a valuable alternative for those who do not desire to
complete their higher education. The formulation and inherent procedures of the national
vocational education system are complex.
There is a single program of vocational education in Qatar that includes a large number
of internal and external stakeholders across various stages of its development and
implementation. The Qatari Supreme Education Council (SEC), the Central Bank, and Qatar
Petroleum are responsible for funding government vocationally-oriented secondary schools in
Qatar (United Nations Educational, Scientific, and Cultural Organization [UNESCO], 2014).
There are five such specialized schools, including four institutions for boys, such as Qatar
Banking Studies and Business Administration Secondary School for Boys, Qatar Technical
Secondary School for Boys, Qatar Science and Technology Secondary School for Boys, and
Qatar Religious Institute Secondary School for Boys. QBSG is the only secondary vocational
school for girls in the country. Overall, Qatar is increasingly looking to "pay more attention to
TVET [technical vocational education and training] through addressing the basic infrastructure
and inputs for TVET offerings including building additional capacity to fill institutional gaps as
in girls’ secondary technical and vocational schools" (UNESCO, 2014, p. 11). As of 2018, the
participation of female students in secondary vocational education in Qatar remains very low,
7

comprising 0.171% of the total number of women enrolled in secondary education as compared
to 1.15% of male students (Trading Economics, 2020). For the 2016-2017 academic year, male
students represented 95.4% of the total of 1,148 Qatari specialized secondary students (Planning
and Statistics Authority, 2019). As concluded by the Planning and Statistics Authority (2019),
vocational education "options have not demonstrated ability to attract and retain Qataris, in
addition to an insufficient number of graduates of knowledge economy disciplines, including
technological education, science and engineering programmes, as well as their weak levels
compared to international standards," whereas "many graduates have become insufficiently
equipped to meet the private sector’s requirements of practices and values" (p. 180). Thus, the
Qatari government is yet to overcome the challenges of improving secondary vocational
participation in the country.
Women in Finance and Business Sector in the MENA Region
The global research demonstrates that the development of women’s skills and talent
contributes to accelerated economic growth and positive business outcomes (Manzoor, 2017).
However, the Middle East and North Africa (MENA) region is generally representative of the
lowest number of women in finance and leadership positions (Kargwell, 2015). As illustrated in
Table 1, the representation of women in finance and business jobs within public and private
sectors reflects a very low proportion of females engaged in the management capacities across
many MENA countries.

8

Table 1
The Share of Women in the Labor force
Women’s share in other developing countries globally 30%
Women executives in Morocco 23%
Women CEOs in other developing countries globally 21%
Women executives in the United Arab Emirates 17%
Women executives in Egypt 16%
Women’s share in Palestinian territories and Tunisia 15%
Women Chief Executive Officers (CEOs) in the MENA region 13%
Women executives in Qatar 7%
Share of women in the companies’ boards of directors in the Gulf Cooperation
Council (GCC) countries
Not more
than 2%

Note. Adapted from Terjesen and Lloyd (2015) and Weber (2016).

At the same time, in Bahrain, companies have increased their level of female board
members from 12% in 2010 to 14% in 2014. Across other regional areas, some countries
demonstrate a growing female representation in the board membership. 11% of women have held
the board seats in Morocco. Recently, the proportion of women in executive positions in Tunisia
and Egypt was as high as 8% and 7% respectively (Gangi, 2017; Terjesen & Lloyd, 2015;
Weber, 2016). Vocational education programs have increased the women’s ability, skills, and
knowledge to engage into every workplace field and seek further promotions, including the
executive positions. In turn, the growth of vocation education worldwide has had its effects on
Qatar. In particular, there is around 8 to 20% positive return rate in women for shorter diploma
studies such as vocational education in the country: "while sociocultural norms often push Qatari
females towards academic forms of higher education, wage returns to shorter technical programs
9

actually exceed those of four-year academic programs for Qataris" (Khan et al., 2018, p. 13). A
number of researchers have emphasized the importance of such programs (Raji, 2019). The
institutions of higher education are also determined to focus on fulfilling the real needs of
contemporary workers globally (Golkowska, 2014). Therefore, the systematic development of
innovative educational programs can effectively attract adult learners in search of best available
options.
Importance of Addressing the Problem
The problem to be addressed involves the underrepresentation of women within the
business and finance sectors in Qatar. It is important to explore such an issue for the following
reasons. Expatriate employees amount to nearly 94% of the overall Qatari active workforce in
the private sector (Diop et al., 2018), which is illustrative of "the highest level of reliance on
foreign workers in the world" (Ridgway & Robson, 2017, p. 2). The failure of such workers,
such as through early contract termination, underperformance or disengagement, will ultimately
translate into substantial organizational costs for the country (Wang & Varma, 2017). In failing
to resolve this problem, the country has to depend on the workforce of Qatari citizens comprising
a little over three thousand individuals, whereas non-Qatari account for more than 2.126 million
workers in Qatar (MacLeod & Abou-El-Kheir, 2017; Snoj, 2019). Whereas women comprise
51% of all Qatari citizens, only 36,5% of them are estimated to be economically active (Planning
and Statistics Authority, 2018; Statista, 2020a). Such a situation makes it critical to increase the
female representation in the Qatari national workforce, including its finance and banking sector.
If the above stated issue is resolved, Qatar will have the needed well-qualified professionals by
educating its citizens and can achieve its Vision 2030 in terms of sustainable development
(MacLeod & Abou-El-Kheir, 2017) defined as translating Qatari national resources into "a
10

means to invest in world-class infrastructure; build efficient delivery mechanisms for public
services; create a highly skilled and productive labour force; and support the development of
entrepreneurship and innovation capabilities" (GSDP, 2008, p. 24). Although Qatar's National
Vision 2030 does not provide measurable objectives for female representation in the private
sector employment, its major goal is to "enhance women’s capacities and empower them to
participate fully in the political and economic spheres, especially in decision-making roles"
(GSDP, 2008, p. 22). Thus, exploring vocational education gaps is critical to improve the
opportunities for hundreds of Qatari females to contribute to the nation’s economy by engaging
in various private and public sector workplace roles.
Organizational Context and Mission
Understanding the students’ knowledge, motivational, and organizational needs is a
pressing challenge for the Qatar Banking School for Girls, as it is the first specialized female
vocational school open in the country. It was established in 2015 in alignment with the Qatari
National Vision 2030. The QBSG 's goal is to meet the needs of students, industries, and
communities by providing the best education and training opportunities supportive of
exceptional learning experiences. The principal objective of the School is to increase the female
representation across the Qatari business, banking, and finance employment and education
sectors that have been traditionally dominated by men. The annual enrollment into the QBSG 's
10th grade is limited to 50 students. Eligible applicants must have no less than 75% grade point
average (GPA) in the 9th grade and have a minimum score of 75% in English and Mathematics.
As of this date, a total of 109 students are enrolled in the School, of whom 29 are alumnae.
Although the immediate findings from the present dissertation were limited to the QBSG,
they will have implications for other vocational institutions across Qatar, such as Qatar Banking
11

Studies and Business Administration Secondary School for Boys, Qatar Technical Secondary
School for Boys, Qatar Science and Technology Secondary School for Boys, and Qatar
Religious Institute Secondary School for Boys, as well as any prospective governmental
initiatives to develop female vocational education in the country. As already mentioned, the
recent statistics for 2016-2017 years indicated that 95.4% of all specialized secondary students in
Qatar were male (Planning and Statistics Authority, 2019). Thus, future studies can build on the
findings of this dissertation to compare the experiences of female and male students at the local
vocational institutions to inform the bigger picture of challenges facing the vocational education
program in Qatar by considering the gender gap. The results of the present dissertation can also
contribute to the development of the new National Development Strategy (NDS) to guide the
practical implementation of governmental education policies, goals, and reforms such as those
expressed in QNV 2030.

Table 2
Number of the Students’ Enrollments in the School
Academic Year Number of enrollments
2015 -2016 22
2016 -2017 31
2017 -2018 37
2018 -2019 33
2019 -2020 29
2020 -2021 53

12

The Qatar Banking School for Girls implements an Australian curriculum in business and
finance, and all school subjects are taught in English language. The school also offers workplace
experiences to the students through its two technology-based experiential simulation rooms,
including a business room and a banking room, and short internship placements at the local
banks as part of the curriculum in the 11th and 12th grades. In addition, the QBSG incorporates
ten professional student development sessions as part of the 10th grade and arranges five annual
meetings with inspirational speakers from the professional business and finance sector. The
principal vision of the school is to prepare students proficient in the business and finance
disciplines by implementing the curriculum that facilitates the development of a global citizen
who is proud to identify with the local religion and the country’s economic history and
contribute to the sustainable development of the state in terms of the Qatar National Vision 2030.
The school’s mission is to provide appropriate knowledge and skills to the learners so that they
are prepared for the workplace challenges as well as the university studies upon graduation.
Organizational Goal
The goal of Qatar Banking School for Girls is to contribute to the implementation of the
mission of the Qatari Ministry of Education and Higher Education (MOE, 2015) in terms of
“regulating and supporting high quality learning opportunities across all educational levels in
order to provide Qatar’s population with opportunities to develop the knowledge, skills and
attitudes necessary to fulfill their potential, demonstrate values and meet the needs of the nation.”
The School is also guided by the MOE's (2015) vision by “leading innovative, high-quality, life-
long learning opportunities serving Qatar’s population.” The MOE has established its mission
and vision so that they can fulfill the Qatar National Vision 2030. In this scenario, the
implementation of the QBSG’s goal is to be measured by the number of graduates generally
13

enrolled in further studies within the same field or to those who secure jobs in the banking sector
by May 2025. It is essential to assess the efficiency of the organization in such a context of
student performance in order to determine whether the goal is achieved in full. Assessing the
performance of the target organization enabled the stakeholders to accumulate the data that was
utilized to evaluate the programming decisions of the organization to further enhance its
productivity.
Stakeholders and Stakeholders’ Goal
The main stakeholders for the present study are the School’s students, banks, and
teachers. Such stakeholders are essential for the realization of the MOE’s mission and vision.
The first stakeholder is the QBSG students who play the most prominent role in accomplishing
the School’s organizational goal upon their graduation. These students have the capability of
completing and obtaining the necessary credits to fulfill the course needs, as well as graduate
from the respective programs. The students must attain all the principal practical and theoretical
skills and competencies through their studies and training at the QBSG. Their overarching goal is
to get enrolled into the business and finance programs at a university and to succeed in seeking
employment within the business, finance, and banking sector.
The QBSG teachers represent the second stakeholder. They are accountable for providing
career guidance and support to the students is their professional development across such fields
as retail, insurance, and finance. The teachers' goal also involves reflecting on their strengths in
inspiring students to seek professional careers in the business and banking sector by delivering
effective instructional practices.
Banks, Qatar Stock Exchange (QSE), and Qatar Financial Center (QFC) comprise the
third stakeholders whereby they are responsible for delivering quality internship programs. There
14

are 18 banks in Qatar, and seven to eight of them provide training programs around the school
year. The same internship programs are implemented by QSE and QFC. The programs are to be
structured around workplace learning for the students of Qatar Banking School for Girls. The
banks are also committed to recruit 5% to 10% graduates after completion of their education.
Stakeholder Group for the Study
The setting for the present study is the Qatar Banking School for Girls. While a complete
analysis would include all stakeholder groups (i.e., banks and teachers), for purposes of this
study, the stakeholder group under examination were limited to 29 recent alumnae of QBSG,
whose success in terms of securing post-graduate education or employment is to be explored. It
is the purposeful choice to restrict the stakeholder group to this population of students within a
single school based on the need to obtain an in-depth insight into their knowledge, motivational,
and organizational needs related to employment and postgraduate education.
Purpose of the Study
The main purpose of this study is to examine the success of QBSG students upon
enrollment in Business and Finance programs at the university level. The study also seeks to
determine whether the organizational goals of having 5% to 10% of its students effectively
secure employment within the banking sector has been achieved. A gap analysis approach guided
data collection and analysis, focusing on all key stakeholders that are mentioned above for the
practical objectives. Recent alumnae of QBSG are the target stakeholder group for the study.
Organizational Mission
Qatar Banking School for Girls seeks to educate the girls in an innovative way in
alignment with the above mentioned mission and vision of the Qatari MOE. Further, the School
tends to provide training within a safe, disciplined, and productive environment. Such an
15

environment is founded on dynamic leadership, as well as the professional staff along with the
parental involvement and community partnerships, to have a significant positive contribution to
the development of future professionals.
Organizational Goal
The goal of Qatar Banking School for Girls is to provide the business and banking sector
with competent and efficient graduates who are knowledgeable of the local labor market.
Students as Stakeholders
By the month of May in the year of 2020, all the students who graduated from the QBSG
were to consider various knowledge-based technical fields for their future education and careers,
including those in business, finance, and banking.
Teachers as Stakeholders
By May 2020, 100% of teachers were expected to implement effective instructional
practices that inspire the female students to consider the banking profession.
Banks as Stakeholders
By the month of May in the year of 2021, the school established a bank partnership,
which allowed 5% to 10% of the graduates to secure employment across local banks.
Conceptual Methodological Framework and Research Questions
Gap analysis is a systematic and analytical method employed for clarifying the position
of the organization in relation to organizational goals. It identified the gap amongst the actual
performance level in the target organization and its desired level of performance. Clark and Estes
(2008) provided the conceptual methodological framework to apply the gap analysis process in
the context of the present study.
The two questions that guide this study are as follows:
16

1. What are the knowledge, motivational, and organizational needs of Qatar Banking
School for Girls’ graduates to be prepared to succeed in Business and Finance programs
at a university and secure employment opportunities in the banking and finance sector?
2. What are the recommended solutions to support successful employment in the banking,
business, and finance sector for graduates from Qatar Banking School for Girls in Qatar?

Figure 1
Gap Analysis Methodology

Note. Adapted from Turning Research Into Results: A Guide to Selecting the Right Performance
Solutions by R. E. Clark & F. Estes, 2008. Information Age Publishing.

17

As seen in Figure 1, according to Clark and Estes (2008), there are three main factors that
may lead to performance gaps, including gaps in knowledge and skills, motivational challenges,
and organizational barriers. Clark and Estes (2008) described how people often were ineffective
because they lacked the specific knowledge and skills regarding how to perform a specific task.
Other times, people had the knowledge and skills but they lacked the motivation, inspiration, or
drive to complete a task (Clark & Estes, 2008). Finally, individuals may have the knowledge,
skills, and motivation, but their organization may pose barriers to their ability to complete a task
by either failing to support them with the resources they need or by having or not having policies
and procedures in place that may promote or hinder a person’s ability to overcome a
performance gap (Clark & Estes, 2008). Such methodological lens frames the present qualitative
descriptive instrumental single case study. The anticipated knowledge, motivation, and the
influences of the organization that tend to interfere with the achievement of the organizational
goal was generated on the basis of qualitative data collection, the researcher’s personal
knowledge, and examination of current academic literature.
Definitions
● Vocational Education: Training for a particular occupation related to agriculture, trade, or
industry by the means of aligning theoretical teaching with practical experience (Merriam,
n.d.).
● Structured Workplace Learning (SWL): Teaching practices that provide the students with
the opportunity to combine the secondary study and on-job experience.
● Qatar National Vision 2030: The main aim is to facilitate the country’s transformation into
an advanced sustainable society by 2030 (GSDP, 2008).

18

Organizational Study’s Summary
In the completion of the present project, five chapters have been included in the study.
The first chapter demonstrates the key concept and terms that are commonly found within the
discussion for vocational education, as well as needs for the women in the finance and banking
related fields in Qatar. The organizational mission, vision, and goal are introduced. The second
chapter provides a review of the relevant literature and the scope of the overall study. Topics of
increasing female representation in the business and banking sector, supports, interventions,
policy, and funding are addressed. Chapter three details the assumed knowledge, motivation, and
organizational influences and presents the methodology of the study, including the choice of
participants, data collection, and analysis. In chapter four, the data and results are assessed and
analyzed. Finally, chapter five contains the discussion of recommended solutions using the data
from the study findings and the relevant literature on filling the gaps and evaluation.

19

Chapter Two: Literature Review
Vocational education plays a significant role in economic development, the desired goal
of any society. The terms vocational education training (VET) and technical vocational
education and training (TVET) define similar concepts and are used interchangeably in the
present dissertation. Several studies conclude that the contribution of VET has often been
underestimated despite evidence indicating that VET bolsters economic competitiveness.
Moreover, the increase in the number of reviews on the growing trends of the vocational
education sector is indicative that most governments around the world, including in Qatar, are
aware of the need to promote this particular form of education across their major economic
sectors in order to achieve their short and long term developmental goals. Hence, the purpose of
this chapter is not only to provide an overview of existing literature on the importance of
vocational education, but also to specifically analyze the place of vocational training in the
Middle East and Qatar. In addition, an overview of the role of women in Qatar's and the region's
financial sector was provided by highlighting previous arguments by scholars on the issue. The
chapter concludes with an analysis of the key knowledge and skills, motivation, and
organizational (KMO) influences identified in the literature as pertinent to this study. The
specific KMO variables affecting the student performance at QBSG are also defined.
Vocational Education
Vocational training, or career and technical education, refers to a group of employment-
focused educational programs. Existing vocational programs generally resemble community-
based technical schools where students learn trade-specific job skills from specialized instructors
in classroom settings (Mouzakitis, 2010; Paryono, 2017). In the area of vocational education, the
options are limited but expanding.
20

Growth and Importance of Vocational Education
There is an increasing importance for vocational education as seen by global
organizations and governments seeking to improve economic development. For the past decades,
vocational education has been gaining popularity among both developed and developing
countries, including the MENA region (McGrath, 2012). According to McGrath (2012), VET has
been gaining significant attention since the beginning of the current decade by international
policymakers such as UNESCO, which has so far launched a new VET strategy that has attracted
interest from world governments. Moreover, McGrath (2012) also notes that the development of
VET programs is based on the assumption that training is a critical driver of productivity that
results in not only economic growth but also job creation. The increase in focus on VET has
resulted in the implementation of new strategies, which consider vocational training as a primary
facilitator of economic progress.
Several notable publications in the last decade have provided assertions on the effects of
VET on national economies, especially in the development of job-related skills by at least 25%.
For instance, Paryono (2017) notes that several world organizations have become increasingly
concerned with vocational training. Among the leading organizations considering VET as a
highly strategic and organization priority include the Organization for Economic Cooperation
and Development (OECD), the G20, and several multilateral organizations such as the
International Labor Organization (ILO), among others (Paryono, 2017). The objectives of these
organizations in the development of VET-related policies is to reduce the gap between the supply
and demand for skilled labor. Moreover, the effects of VET on an economy are significant as it
facilitates the transfer and acquisition of the relevant job skills. Nonetheless, despite the growth
21

of vocational education at both the national and international level, several factors that are
related to its effectiveness in meeting job requirements have to be taken into account.
Factors of Effective Vocational Education
The effectiveness of vocational training is a result of a combination of several factors that
should exist in order to achieve the desired goals. Mouzakitis (2010), in his review on the role of
VET curricula in economic development, notes that employees should be equipped with the
relevant skills in order to meet the current and future job requirements. Thus, VET programs
should be adequately assessed to guarantee that students are provided with appropriate training
to be able to cope with emerging challenges in the job market. Mouzakis (2010) recommends
that the assessments should be a representation of a comprehensive inquiry into the educational
status of VET programs to determine the specific curricula that achieve the desired training
goals. This assessment could be undertaken through a four-stage process, as indicated in Figure
2.

22

Figure 2
Stages of Technical Vocational Education and Training

Note. Adapted from The role of vocational education and training curricula in economic
development by G. Mouzakitis, 2010, Procedia Social and Behavioral Sciences, 2, 3914–3920.
(https://doi.org/10.1016/j.sbspro.2010.03.616).

The above stages are vital in the determination of the effectiveness of the VET programs.
Mouzakis (2010) avows that the effectiveness of VET could be established through how well a
curriculum has been implemented. Thus, based on Figure 2, the efficacy of a VET curriculum
could be assessed by analyzing "(a), the degree of future occupation skills of employees, which
employers need, (b), the delivery of courses which help students to learn how to cope with new
challenges and (c), the extent of preparation of learners for lifelong learning" (Mouzakis, 2010,
p. 3919). In essence, several skills are required by employers in vocational workers, which
should be considered during the students' training process. Consequently, the readiness for
23

vocational training presents several significant benefits for both employees (students) and
companies.
Benefits of Vocational Education to Students and Companies
There are several accruable benefits of vocational education to both students and
business organizations. Mozoukis (2010) notes that one of the critical benefits of VET programs
is the provision of training support to students in order to improve their chances of securing
better employment opportunities. Moreover, VET programs can be considered as complementary
to formal education, which is offered by tertiary institutions such as universities and colleges. In
this case, vocational education enables students to focus on specific job skills that are relevant to
their career ambitions as well as job market requirements. In other words, vocational training
offers students flexibility with regard to their need to acquire skills from various sources that
include schools and companies.
From an economic theorist perspective, organizations that put investments in VET are
predicted to have better performance. Although no data is available to assess the effects of
vocational education on Qatari companies, a meta-analysis of 66 US studies revealed a
significant correlation between training and various performance measures such as customer
satisfaction and employee performance, to name a few (Crook et al., 2011). This also provided a
workable base for assessing the impact of training although the impact of VET on profitability
still remained a gray area. The study suggested that training may positively influence both
productivity and wages, but if wages increase faster than do productivity, profitability is bound
to topple (Crook et al., 2011). In the European region, it was found that firms that invested in
continuing training among adults reported increased productivity (Cedefo, 2011a). Similar
results were also evident in studies in Austria, Norway, Sweden and Denmark (Cedefo, 2011a).
24

Cedefo (2011b) dug deeper into the topic and conducted an in-depth review of 62 studies that
looked at the connection between employer-provided training and gains in production. His
review was confounding because of the varying measurement methods of training among
organizations and researchers. Others measured training in terms of labor costs, the number of
employees who participated in training, or organizational participation (Cedefo, 2011b). Despite
the complexities present in the study, the results revealed that training has positive influence on
performance (Cedefo, 2011b). Various factors are influential on the extent that organizations
benefit from continuing VET. The qualities of an organization, the quality of training provided
and those being trained, the availability of resources, and VET integration with other
practices in human resource are among those factors.
Workers need not only the right knowledge and skills to drive organizations towards the
attainment of their goals but the right behavior and attitudes (Bosworth & Stanfield, 2009). Since
organizations and workers benefit the most by working together and VET’s benefits are
complementary to such joint action, VET can be accounted as a long-term, integral element of an
organization’s activities (Bosworth & Stanfield, 2009). However, for such benefits to the
organization to be realized, workers must feel supported to take part in training and function in
an environment that values learning. Thus, an ideal organization should be rich in social and
identity capital that make workers feel good about belonging and committing to the organization.
As such, VET should be treated as a long-term and on-going project of professional development
that is linked into wider human resource management (HRM) structures as VET has been found
to have a more positive influence on job satisfaction with such an integration (Cedefo, 2011b).
Varying dispersed HRM practices are considerably more effective than single practices, and the
same goes with VET (Subramony, 2009). At the same time, the benefits of VET can more likely
25

be exploited when there is a broad approach to VET in such a way that responsibilities are shared
by many and interactions are promoted. Employees should also have access to continuing
professional and personal development through VET. Such an option makes workers feel that
their value to the organization is recognized (Cedafo, 2011b). However, the above highlighted
perspective does not neglect the fact that employees should still be responsible and accountable
for their career development in their organizations.
In view of the changing conceptualizations of VET, there is an ongoing discussion in the
scholarly literature as to the benefits and best practices of vocational education at schools. For
example, according to Fuller (2019), VET programs should be arranged in a way that they can
implement "innovative and hybrid strategies designed to achieve positional advantage in a
context where well‐ d ef in ed routes to secure and progressive occupations are in short supply"
thus promoting the alumni’s educational progression and occupational expertise (p. 86). Guile
and Unwin (2019b) highlighted six principal components of an effective modern VET program
as follows:
1) Individual: Concept of specialized knowledge and capability, judgment, ability to
work unsupervised.
2) Collective: Residing in teams, relational, c o ‐ pr oduc e d, distributed
3) C r os s ‐ oc c up a t i ona l : Connected to the above, but emerging as an independent category
from new forms of work practice, production, and work organization and assisted by
technologies as bounda r y ‐ c r os s i ng tools (e.g., computers and 3D printing).
4) Sociomaterial: Emerging from the temporal interaction of social and material
phenomena.
26

5) P r act ice ‐ based: Involving individual and collective honing of skills. It does not
necessarily mean there is an achievable point, although expert status may be awarded.
6) Definable and measurable: Through formalized mechanisms such as qualifications and
professional registration, or through customer endorsement. (pp. 29-30)
At the same time, Guile and Unwin (2019b) noted that conventional VET programs
generally failed to incorporate such educational elements as 2, 3, and 4. As a result, VET does
not commonly rely on work as a source of inspiration, but tends to instead approach work
through a set of inherent educational professional regulations or requirements. Conversely, VET
plays a major role by providing "the means to create experiences that help individuals to anchor
their learning through connection to a recognizable (albeit fluid) occupational field, while also
showing them how to use their expertise to cross boundaries and challenge fixed ways of
working" (Guile & Unwin, 2019b, p. 33). Therefore, the best VET practices should be founded
on and supportive of the work-based expertise through a dynamic learning process designed to
afford an opportunity for revisiting of one's learning, draw on a variety of types and sources of
knowledge, and promote changing judgements and formulations with regard to various
technologies and other persons.
Vocational Education in the Middle East
General education and VET may sometimes be difficult to differentiate from one another
due to the lack of sufficient data. Although there appears to be similar impacts between the two
types of learning, studies have found a disparity in their earning patterns, albeit additional
research that revealed how returns on education generally follow a fixed life course pattern
(Hanushek et al., 2011). The main contrast is that during the initial stage of employment, VET
qualifications have been found to lead to higher wages than general education qualifications do.
27

However, the tables turn in a span of a few years. The implication of this is that VET takes the
advantage in the initial entry into the labor market, but general education is able to catch up and
even turn the tables around. The assumption is that this is due to general education learners
having more transferable skills, which may provide a good basis for future research as to the
transferability of key skills in VET. The benefits that general education and VET may provide
may also be dependent on their impact on the interaction among the four types of personal
capital. For instance, although VET may lead to stronger relationships within organizations, they
may be but a few. On the other hand, while general education may lead to weaker relationships,
those relationships may be of a wider contact network which can potentially improve job
opportunities (McDonald et al., 2009). In essence, general education and VET seem to be just as
effective as the other in producing various benefits. From an economic standpoint, this
conclusion shows that general education and VET are not substitutes, but complements (Lazear,
2009). To this end, at least one-third of people who graduated from VET in the Middle East are
yet to secure jobs, especially in fields such as engineering, management, and entrepreneurship
(Maclean & Fien, 2017). As already mentioned, there is a large disproportion of actively
economic females as opposed to males in Qatar, and very few women work in private sector
jobs, such as business, finance, and banking (Golkowska, 2014). What should be looked at is not
which of the two is better, but which learning path gives the person or institution the best return
on investment at a specific point in time.
In the last few decades, Middle East governments have significantly increased their
investments in education. They have so far managed to achieve gender equality in the
educational needs of girls and boys by creating more educational opportunities for females
(Maclean & Fien, 2017). However, recent reports on the status of jobs in the region indicate that
28

vocational education in the area faces challenges, especially with most of the Arabic countries
seeking to automate most of the available jobs. Maclean and Fien (2017) indicate that at least
40% of the Middle East's work activities in industries such as retail and food processing could be
automated by 2030. With regard to distribution per country, Kuwait is expected to have 41% of
jobs automated, Bahrain and Saudi Arabia – 46%; Egypt – 49%; and Qatar at 52%, as shown in
Figure 3. Despite these changes the skills requirements of the unaffected jobs are expected to
change. The anticipation for change in job skills has necessitated the need to improve the quality
of the region's VET curricula and teaching practices.

Figure 3
Susceptibility of All Work Activities to Automation per Country (Middle East)

Note. Adapted from Introduction and overview: TVET in the Middle East – issues, concerns and
prospects by R. Maclean, & J. Fien, 2017,. International Journal of Training Research, 15(3),
197–203.

29

Notably, while investments in general education have been increasing in the Middle East,
the funding of VET programs in the region is still below expectations. Maclean and Fien (2017)
note that the reason behind this lack of investment in VET is due to the perception that such
programs are a "residual category for those students who cannot make it to the general secondary
path after completing basic education" (p. 199). As a result, most governments in the region do
not prioritize investing in VET institutions or curricula. One way in which Middle East countries
could address the mismatch between job requirements and skills is through the improvement of
VET curricula and teaching (Maclean & Fien, 2017). Qatar, which is one of the wealthiest
countries in the region, also experiences similar challenges as the rest of the region with respect
to vocational education.
Vocational Education in Qatar
The main challenge that faces the Qatari government is the relevance of the vocational
education aspects to the job market. Importantly, VET programs could be useful in the
management of work-related challenges among employees in Qatar. Chaaban and Du (2017)
argue that novice and experienced workers often experience differing difficulties, which could be
addressed through the adoption of various personal coping strategies as well as through
institutional approaches. In their findings, Chaban and Du (2017) indicate that there are two
types of coping strategies that could be used in the management of the challenges mentioned
above - direct-action that focuses on providing the students with the skills required by employers
and the avoidance strategies that cure the symptoms of the problem.
Notably, Maclean and Fien (2017) note that automation is a significant threat to
vocational workers in Qatar, as it could replace approximately 52% of the workforce. These
assertions indicate that the challenges that Qatar is facing in the vocational education sector are
30

as a result of the current government policies, mismatch in skills and job requirements, and a
lack of an appropriate response to the threat of automation. Nonetheless, to address these
challenges, Qatar could focus on not only improving its VET curricula and teaching practice, but
also increasing financing through the public and private sector partnerships (Maclean & Fien,
2017). Additionally, the Qatar government could draft new comprehensive policies that establish
national regulatory and support agencies or institutions in order to decentralize demand-driven
VET programs. According to Maclean and Fien (2017), the Gulf countries are adopting
processes and deliberating on how best to implement VET systems in addition to guiding the
youth to train for positions in critical sectors in the economy such as in the gas and oil industry.
Importantly, managing the challenges that face vocational education in Qatar is essential to meet
the 2030 vision.
The Role of Vocational Education in Meeting Qatar’s Goals and 2030 Vision
The Qatari government is required to diversify its economy by enhancing the educational
system to create a knowledge-based economy according to its National Vision 2030. The recent
fall in oil prices has underlined the risks of over-reliance on hydrocarbons (oil and gas) for
revenues, as it is the case with countries in the Middle East, including Qatar. Thus, to most of
these countries, it has become imperative for them to diversify their economies in order to
achieve long term economic sustainability. The countries in the region are increasing their
investments in education and, in particular, vocational training, in an attempt to build a highly-
skilled workforce. In Qatar, VET centers are continuing to expand their offerings of both evening
and part-time courses to accommodate the schedules of the employed and encourage continuous
professional development (Gulf Times, 2018). Moreover, vocational training is emphasized in
Qatar National Vision 2030, whose main objective is to achieve a diversified economy by 2030
31

and reduce the country's dependence on hydrocarbons through the creation of a knowledge-based
economy and increasing job opportunities for Qataris.
According to Btool and Koc (2017), the Qatari government has to devote more attention
to its human development. Governments must extend their support in the development of
vocational skills to match the dynamic job market requirements. Indeed, in the past decade,
Qatar has increased its involvement in the educational sector through funding and strategic
partnerships. Indeed, within the QNV 2030, Qatar pinpoints VET as a vital component in
achieving the country's development aspirations. According to UNESCO (2014), Qatar
mandated the NDS as a "a multi-project initiative aiming to create an educated, capable and
motivated workforce" (UNESCO, 2014, p. 5). The most recently issued second NDS "outlines a
national roadmap for the period 2018-2022 at the strategic level" and "deploys efforts to guide
activities and resources towards determined national priorities during this period as agreed
among the development partners" (Planning and Statistics Authority, 2019, p. 11). Accordingly,
NDS-2 lists 14 sector strategies aligned with the objectives of QNV 2030 providing "more
detailed information on each program, including the activities to be implemented, risk and
mitigation measures, estimated resource requirements and a monitoring framework" (Planning
and Statistics Authority, 2019, p. 12). Whereas QNV 2030 contains general guidance and core
values for the prospective development of Qatar, NDS serves as a practical instrument to
implement QNV 2030.
Thus, through a policy-led program in the education and training sector, NDS-2 seeks to
further build on the achievements from the NDS-1 policy initiatives and improve the perception
of VET programs among the Qataris in order to increase enrolment rates and better prepare the
country's population for future labor requirements. The strategy specifically mentions that "the
32

government provided adequately equipped infrastructure necessary to accommodate all students
in public and private schools irrespective of sex, abilities and nationalities, taking into account
the establishment of specialized and vocational schools that contribute to diversifying learners’
options according to the country’s needs and orientations" and defines its target in terms of
increasing the resident student participation across secondary, primary, and preparatory
education levels by 5% till 2022 (Planning and Statistics Authority, 2019, p. 183). The Qatari
government thus seeks to fully integrate VET into the central education system within a
framework of the formal and informal VET system. Formal VET options are available through
independent technical secondary schools and business schools, while informal VET programs
would be offered through consultations and co-operation with employers and business
enterprises (UNESCO, 2014; Planning and Statistics Authority, 2019). In addition, vocational
training programs and continuously monitoring vocational employees' performance would help
achieve the Qatar National Vision 2030 goals. Thus, the Qatari government should direct its
policy-making towards vocational education and training in the needed finance and business
sectors and closing the gender gap.
Women in Finance and Business Sector in Qatar and Region
Qatari women are similar to Arab women in terms of their limited representation in
certain fields, particularly the finance and business sectors. According to several studies, there
are distinct differences in the number of women in the finance and business sectors in Qatar and
the Middle East at large. For instance, the economic participation rate of Qataris between 2014
and 2017 averaged 35.5% for females and 68% for males (Planning and Statistics Authority,
2018), as shown in Figure 4. This data is indicative of the need to develop Qatar's labor force to
address the significant differences by gender in economic development. The situation is similar
33

in neighboring countries such as Bahrain and the United Arab Emirates, in which economic
activities are dominated by males.

Figure 4
Economic Participation Per Gender in Qatar

Note. 2018Data from Qatar Planning and Statistics Authority.

34

In the finance and business sectors, the representation of women echoes the participation
rates mentioned above. Currently, at least 36% of women in the Middle East have no access to
bank accounts, which significantly undermines their participation in the region's economic
development (Kamel, 2018). Furthermore, according to a report by Abouzaid (2017), the
participation rate of women in leadership positions in the Middle East lags behind other regions.
On average, Arab companies had at least one female director per every six companies. However,
in comparison to other sectors, such as the media industry, the financial and banking sectors lead
in the employment of women in significant roles. In addition, Abouzaid (2017) avows that by
increasing the participation of women in the workforce would further bolster the efforts of the
government to attain sustainable economic development.
Notably, the reasons for the poor performance by Middle East countries in the level of
women participation in financial and business sectors could be attributed to a lack of access to
quality education. According to Golkowska (2017), the Qatari government, as well as individual
effort by women in the country, have initiated approaches that would lead to an increased level
of female participation in matters relating to education, employment, and sports. The most
significant gains have so far been made by the younger generation of college-educated women in
Qatar, who have continuously been increasing their participation in education as well in
traditionally male-dominated jobs (Golkowska, 2017). This assertion is indicative that, just like
their male counterparts, women are capable of establishing their small businesses and should be
able to market their products. Consequently, due to their social mobility, Qatari women will be
able to contribute to the country's industry and financial services significantly.

35

Importance of Women in Finance and Business Sectors in Qatar
The increasing role of employed women reflects the increased role of females and equal
pay for equal work. It is expected that by 2030, the number of women in productive jobs will
double globally. According to a report by Assi and Marcatti (2020), technology will be the
primary driver of increased job opportunities for women. Specifically, the report notes that in the
Middle East, which is home to 78 million women and a combined GDP of $1.6 trillion, finance
and business sectors are among the industries that would define employment opportunities in the
region. Currently, however, despite the increased role of women in economic matters, the issue
of gender parity remains a significant hurdle for countries such as Qatar, which is making
significant steps towards achieving an inclusive economy by 2030 through Vision 2030.
In the finance and business sectors, there is an increased level of contribution of Qatari
women in professional roles. William (2011) notes that despite achieving political and economic
stability later than most of the other members of the Gulf Cooperation Council (GCC), Qatar is
vigorously embracing rapid economic growth. One of the strategies that the country is adopting
is the encouragement of women to take on crucial leadership roles in major economic sectors
such as finance and business. Indeed, as per recent statistics on Qatari financial and business
sectors, the percentage of women in crucial decision making roles is 30% on average, which
consists of 37% for women aged between 25 and 29 years, 49% for the 30-34 age group, and
14% for 35 years and above (Dizon, 2019), as shown in Figure 5.

36

Figure 5
Qatar Women Representation in Finance and Business Sector by Age

Note. Adapted from Women in Qatar construction: Time to think differently! by L. R. R. Dizon,
2019, The Peninsula. (https://thepeninsulaqatar.com/article/26/09/2019/Women-in-Qatar-
construction-Time-to-think-differently)

These data indicate a major generation shift in participation by women in the workforce
evidencing that Qatar has emerged as a leader in the Middle East in the creation of a gender-
balanced community, especially with respect to economic development. According to Kelley et
al. (2017), Qatar ranked first in the index of equal business opportunities between both genders
in the 2016 Global Entrepreneurship Monitor. Moreover, the importance of women in business
and finance sectors in Qatar is underpinned by the growing number of female executives
managing billion-dollar investments in the country's SME sector (Dizon, 2019). However, as
noted earlier, the level of participation in employment opportunities is still lagging that of men.
37

Thus, the Qatari government must implement strategies (human resource training) and legislative
measures that would encourage more women to participate in the financial and business sector.
Among the measures proposed for increasing Qatari women, participation in business
includes embracing the use of technology as well as the expansion of vocational educational
programs. Assi and Marcatti (2020) note that digital platforms are rapidly opening new avenues
for employment, and Middle East countries should utilize these platforms to improve the level of
women's participation in the employment sector. Moreover, at least 40 million women in the
Middle East are either "unemployed or out of the workforce due to cultural, infrastructural, and
familial challenges. Such women stand to gain from these new flexible and remote-working
opportunities" (McKinsey, 2020, p. 8). By tapping into online opportunities, Qatar will not only
be able to achieve some of the economic goals defined in its Vision 2030, but the country will be
able to elevate the role of women from minor economic participants to equal stakeholders in the
development of the country. However, in order to achieve these goals, the Qatari government
should first enhance the job skills among its female population.
One strategy that could be used to develop more opportunities for Qatari women is
through the localization of human resources. Williams (2011) notes that the process of
localization of human resources involves the replacement of expatriates with qualified local
employees. In other words, the government of Qatari could use the localization of outsourced job
opportunities in the financial and business sectors to increase employment opportunities for
women. Additionally, the competency levels of the local workforce could be improved through
training, which might be offered by expatriates or vocational education. Thus, considering that
the banking and finance sectors require highly specialized skills, which are currently provided by
38

expatriates despite Qatar's government efforts, more attention needs to be given to increase
women's specialized skills through vocational education.
Female Students’ Knowledge, Motivation and Organizational Influences
As discussed above, labor productivity is assumed to be increased by investments in
education, specifically vocational education, which results in economic growth. The Qatari
government has introduced plans to develop vocational and professional training to assist
individuals, including females, with entering the labor market. The following section examines
the different classes of knowledge required for female students at Qatar Banking School for Girls
to accomplish their employment and post-graduate education goals, as well as motivational and
organizational influences contributing to the student success.
Knowledge and Skills
According to Anderson and Krathwohl’s (2001) taxonomy of learning, knowledge can be
categorized into four dimensions, including factual, conceptual, procedural, and metacognitive.
The factual class encompasses the principal elements a person must know to familiarize oneself
with a subject. Conceptual knowledge is the ability to make connections among the basic
components and organize them within a structure. Procedural knowledge is the ability to perform
steps in a process. Finally, metacognitive knowledge is the ability to monitor one’s
understanding of a subject and know when or why to use a certain strategy (Anderson &
Krathwohl, 2001). Accordingly, several possible knowledge issues could contribute to the gap in
female student employment gap. The skill and knowledge framework in the finance and banking
sector is generally founded on three key components: customer-value creating the processes,
supplier value-creating processes, and encounter processes for the service delivery of the
banking operations (Cambra et al., 2017). The purpose of this study is to explore how the QBSG
39

supported female students in deciding to pursue a degree in the business and banking sectors and
how well the school prepared them to succeed in university programs in the finance and banking
sector.
Alumnae’s Knowledge About Career Opportunities in the Business and Banking Sectors
The essential element of knowledge required for the student to excel in the finance and
banking sector is the market knowledge of the banking sector, the labor market knowledge of the
job vacancies, and trends of skills in demand on the actual market (Chadha & Parimoo, 2017). In
the context of the present study, this is the first knowledge influence where the students are
required to learn the knowledge and concept of the banking sector through various teaching
methods, such as by using PowerPoint presentations, banking journals or case studies, to present
accurate information about all the national banking issues. The co-teaching methods are
employed by the teachers in order to make the students learn the practical models of banking
more clearly. The concepts of the banking sector are mainly theoretical knowledge, which
requires intensive digital learning methods along with some recent learning trends of topics and
market knowledge. Thus, such knowledge influence is representative of factual declarative
knowledge defining the basic components or knowledge of a discipline that a person must be
cognizant of in order to understand and effectively perform their functioning or problem-solve
(Anderson & Krathwohl, 2002; Rueda, 2011). Anderson and Krathwohl (2002) point out such
declarative knowledge as that of vocabulary and specific details and elements. Alumnae’s
inability to articulate their knowledge of the labor market trends and employment opportunities
can be classified as their factual declarative knowledge needs (Clark & Estes, 2008).

40

Alumnae’s Interpersonal and Operational Skills
The alumnae's technical knowledge of accountancy and the banking operations in terms
of marketing and sales should be well polished along with essential skills, such as
communication, leadership, decision-making, negotiation, flexibility, and problem-solving.
Another critical skill involves one's understanding of customers' requirements with abilities like
patience and perseverance, along with good oral and written communication skills. The
knowledge of banking operations and regulations are also pertinent along with some degree of
practical knowledge and sound understanding of credit appraisal systems (Chadha & Parimoo,
2017). In the context of the study, the assumed knowledge needed is instructing the female
students to visit banks and stock markets whereby they polish their communication skills as well
as interpersonal behavior skills, flexibility skills, and their technical knowledge required to
understand the operations performed in these domains. Through such visits, activities, and
workplace observations, the students enhance their communication skills by communicating with
the employees in the workplace, whereas they improve their experiences of practical interaction,
which cannot be achieved within the boundaries of the classroom alone. The teachers are
instructed to prompt the students to learn through such practical applications and experiences.
Such a knowledge influence aligns with conceptual declarative knowledge defining the
interrelationships of the factual knowledge within a broader structure that allows students to
engage in functioning together (Anderson & Krathwohl, 2001). Rueda (2011) also asserts that
“conceptual knowledge is knowledge of categories, classifications, principles, generalizations,
theories, models, or structures pertinent to a particular area” (p. 28). Students’ inability to
recognize and identify conceptual components, such as what accountancy and banking
operations, professional interpersonal communication, or customers' requirements are, can be
41

approached as conceptual declarative knowledge needs that must be addressed (Clark & Estes,
2008).
Alumnae’s Ability to Self-Reflect About the Appropriateness of a Business Career Given Their
Areas of Strength
Alumnae have to be aware of their career path and assume responsibility. Assessing their
skills and what they need to do to improve is essential (Burdon & Munro, 2017). The strength
areas, especially in the knowledge domains from the two above knowledge goals, are to be
assessed in the female students through certain activities such as academic simulation scenarios.
Namely, the learning of these students involved such topics as how to deal with stress and
perform better problem-solving in the banking sector. They also had their performance evaluated
by the teachers, their peers, and the students themselves when they wrote reflections about their
performance in the simulation scenarios or reflection on their internship performance. The
cognitive skills are fundamental to evaluate the learning gap and the problems facing the
students. The areas of weakness are to be removed and nurtured with better skills (Burdon &
Munro, 2017). The assessment should be conducted in both formal as well as informal ways. The
performance in terms of academic as well as outside academic activities is to be measured
through the various assessment tools used by the educational institution. Such knowledge
influence can be classified as metacognitive knowledge or “knowledge about cognition in
general as well as awareness of and knowledge about one’s own cognition” (Anderson &
Krathwohl, 2001, p. 214). Rueda (2011) further classifies metacognitive knowledge as that
which allows a person to know why and when to do something. It is necessary for problem-
solving and enables one to gauge the context and conditions of a problem (Rueda, 2011). If a
42

need exists where a student lacks knowledge or is unaware of their own cognitive process, the
accomplishment of the goal of a successful professional career could be in jeopardy.
Accordingly, Table 3 summarizes the identified QBSG alumnae assumed knowledge
influences within the learning taxonomy framework.

Table 3
Assumed Knowledge Influences
Assumed Knowledge Influence Knowledge Type
Alumnae's knowledge about career opportunities in the business and
banking sectors such as retail, insurance, and finance.

Declarative (Factual)
Alumnae learn how to utilize facts and implement concepts through
different types of instructional practices implemented in the
business and banking sectors such as retail, insurance, and finance.

Declarative (Conceptual)
Alumnae’s ability to self-reflect about the appropriateness of a
business career given their areas of strength.

Metacognitive

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Motivation
The common reward system of certificates and grades appears to be insufficient to
address the challenge of unmotivated students and to facilitate the best performance by
motivated students. The aspect of motivation is particularly relevant to the field of higher
education and employment. Researchers have defined constructs by which to observe
motivation. The latter is evidenced by such behaviors as engagement, persistence, and quality of
effort (Schunk et al., 2008). Wigfield and Gladstone (2019) refer to such notions as choice,
persistence, and performance. Moreover, “motivate” has a common etymological root with
“motion” (Schunk et al., 2008, p. 4). It is possible to conceive of motivation as the factor that
causes a shift from a state of rest to that of motion. In other terms, motivation can be approached
as a process of inactive students becoming active.
Social cognitive theory holds that motivation is almost exclusively a result of a person’s
self-efficacy beliefs: “People motivate themselves by forming beliefs about what they can do”
(Bandura, 1997, p. 4). Students do what they believe they are able to do (or to learn), and they
acquire their beliefs about what they can do through direct experience, social models around
them (vicarious experience), and acquisition of symbolic information (Bandura, 1977, 1986).
Other cognitive theories generally acknowledge the role of self-efficacy beliefs while adding
other influences to motivation.
Moreover, one such recent theoretical perspective offers a possible structure for
integrating the various motivational theories. Schunk et al. (2008) identify expectancy-value
theory as an important lens in current thinking on motivation. It approaches motivation as a
combination of a student’s expectation of success when considering engagement in a learning
activity with the value the student places on the activity or its results (Schunk et al., 2008).
44

Students are viewed in such theory as achievement seeking agents who make subjective
judgments of their abilities and values in order to decide what activities would best achieve their
goals.
Teachers have to provide the students with the direction and the guidelines to increase
their extent of motivation informing their career choices. When the QBSG female students’
motivational beliefs and needs are understood and accounted for in the choice of instruction and
curriculum, their performance may improve resulting in better professional career opportunities.
The present study specifically employs social cognitive theory and expectancy-value theory to
explore the target students’ motivation.
Alumnae’s Self-Efficacy to Pursue a Profession in the Banking and Business Industry
Self-efficacy beliefs are the key cognitive determinant of motivation (Bandura, 1986).
Bandura (2013) identifies three forms of self-efficacy beliefs, asserting that achievement self-
efficiency or the belief in one’s ability to act toward the achievement of a goal is the form that is
operational in academic contexts. Such achievement self-efficacy is based on the broader self-
management efficacy, and research supported that relationship after controlling for other factors
such as ability and past performance (Bandura, 2013). Accordingly, there appear to be four types
of influence contributing to an individual's self-efficacy. First involves a mastery experience,
which is experiencing success by developing cognitive and behavioral capabilities for executing
a task. Students who experience success are easily discouraged when they fail because they are
used to expecting quick results. When students have mastery experiences they are convinced
they are capable of succeeding even though they might face challenges. Second is vicarious
experience, which is associated with observing others who are similar in skill level, accomplish a
task. Third is based on verbal persuasion which can help overcome self-doubt. Finally,
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physiological and emotional states such as tension and stress provide information about efficacy.
People tend to associate negative physiological reactions with performing poorly. To increase
self-efficacy, it is important to teach students how to reduce such physiological signals (Schunk
et al., 2008). Thus, students’ perceived efficacy is significant in choosing activity and
persistence.
Self-efficacy influences a student’s choice of actions, as well as one’s efforts and
persistence. Individuals lacking sufficient efficacy to complete a task might avoid it altogether.
Those with a high sense of self-efficacy show persistence through difficulties (Schunk et al.,
2008). Self-efficacy also influences the types of activities and environment individuals choose
(Bandura, 1986). People who lack strong self-efficacy generally tend to disengage from activities
they perceive to be beyond their capabilities. Students with high self-efficacy approach the task
as a challenge to overcome and are prepared to face the particular task. Students who have low
self-efficacy make less effort, give up on complex tasks, and focus on their perceived
deficiencies (Bandura, 1986). Hence, the present study explored the QBSG students’ self-
efficacy belief in view of its continued impact on their success in college and career, as well as
investigate what impacted the target students’ self-efficacy based on their school experience.
Alumnae’s Value for Pursuing a Profession in the Banking and Business Industry
Value defines students’ perception that a specific activity is or may be important to them
(Schunk & DiBenedetto, 2016). The expectancy-value theory consists of the core elements of
expectation of success and subjective task value leading to motivated behaviors. Expanding on
such basic ideas leads to attempts to define the constituent parts of expectancy and value, their
respective causes, and their relationship to each other. Wigfield and Gladstone (2019) divide
value into four categories or orientations, including attainment, utility, interest, and cost. Each of
46

these are shaped by factors that include experiences, goals, beliefs, environmental context, and
others (Wigfield & Gladstone, 2019). Expectancy builds upon the sense of self-efficacy due to
the self-perceptions related to ability and capability, which affect the valuing process of students
tied to their motivational beliefs. When a person identifies an object as valued, consistent with
their internal dispositions, they respond cognitively with deep processing strategies to reinforce
that value (Schiefele et al., 1992). While expectancy is a better predictor of achievement and
cognitive engagement, value is a better predictor of persistence (Wigfield & Gladstone, 2019).
Thus, the goal- or achievement-driven behavior is rooted upon existing values to shape the
attitude or affective conditions towards an object and action. In turn, the individual seeks to
reinforce that belief or association with the object through acting consistent towards that
disposition. In other terms, student beliefs about expectancy and value are strongly correlated to
choice of career, persistence in work, and achievement. Using the construct of utility value to
identify the students' belief about the usefulness of a task to their future success, the present
study explored value orientation of the QBSG students as an important predictor of both
choosing a career and persisting at pursuing the career path.
Accordingly, Table 4 identifies the relevant motivational constructs aligned with the
assumed motivational influences in the target students.

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Table 4
Assumed Motivational Influences
Assumed Motivation Influence Motivation Construct
Alumnae’s self-efficacy to pursue a profession in the banking and
business industry.
Self-Efficacy
Alumnae’s value for pursuing a profession in the banking and
business industry.
Utility Value

Organizational Influences
The organizational influences represent the teachers’ efforts and the school’s policies for
developing a proper organizational environment where the students can succeed in both
obtaining an educational degree and preparing for the prospective career journey. Gallimore and
Goldenberg’s (2001) cultural models and cultural settings framework particularly suggests an
approach that emphasizes the teachers’ efforts to promote knowledge funds and providing career
guidance and support while rejecting the conventional explanations that consider failure as a
direct outcome of unsuccessful students themselves and their caregivers, as well as their various
backgrounds. While recognizing variations across student home environments, Gallimore and
Goldenberg (2001) conceptualize cultural models as shared mental intuitions about the nature of
the world, whereas cultural settings serve as the contextual influences affecting both learning and
teaching. In essence, the resulting cultural processes “represent, in a given community or
ecological niche, historically evolved and shared ways of perceiving, thinking, and storing
possible responses to adaptive challenges and changing conditions” (Gallimore & Goldenberg,
2001, p. 47). The benefit of a models and settings lens for the present study is that it fosters a
close examination of the limitations inherent the structure and contexts of the QBSG school, as
well as helps in identifying the means necessary to modify the school setting and culture in line
48

with the educational and motivational needs of students along with the pedagogical needs of
teachers by considering such influences as organizational resources, organizational culture of
trust, and professional development of students.
Organizational Resources
It is important to create a cultural setting in the school where students can accept new
practices and understand how they helped them. The student should be provided autonomy to
express the views and feedback about the learning methods implemented by the teachers. The
settings should not be entirely formal with the rigid environment of education policies, but
supportive of creative methods of teaching and the use of modern technologies. Over time,
students adapt and incorporate new mental models that are part of their school setting (Gallimore
& Goldenberg, 2001). To this end, the organizational resources at the QBSG are implemented in
accordance with the Australian curriculum encompassing its principles of interactive learning
and the right of students to ask and collaborate with teachers using the audio-visual aids. The
school holds interactive sessions with all female students in the school. In an effort to improve
the students' grasp of business culture, the school provides the accounting and the stock market
simulation software, which affects the quality of education and indirectly correlates with the
students' quality of learning and their autonomy. The students are expected to be ensured full
teacher support and trust in the learning process, whereas they should be able to inculcate
autonomy by expressing their needs about the subject matters (Abdulhay et al., 2016). Such a
resources perspective encourages students to choose a career option based on the educational
outcomes and classroom autonomy.

49

Organizational Culture of Trust
The teachers and parents should invest mutual efforts into the development of the student
beyond one's own culture within a diverse educational arena to gain an informed multicultural
perspective. Qatar Banking School for Girls seeks to ensure the parental involvement in making
any curriculum decision of the students accompanied with guidance from teachers. The students
are afforded visits to the micro-business fares to improve the industry knowledge and get insights
into how they can operate in the practical field. Moreover, a number of female leaders from the
human resource department and the finance department within the real-world banking sector
attend the QBSG on a regular basis to provide personalized motivational training to the enrolled
female students. Instead of attributing diversity to deficiencies in the student, an accountable
teacher can apply cultural models and settings to inform their instructional methods and
evaluation procedures. Tapping into student experience makes learning more meaningful by
validating a student’s identity and expands the opportunities to learn, as well as the opportunities
to teach (Gallimore & Goldenberg, 2001). To transform schools, educators must acknowledge
that what they expect or assume as models and settings are not shared universally.
Professional Development of Students
The professional development of the students requires the extensive methods of teaching
by the educators in the school. The classroom should provide a cultural setting conducive to
learning by such arrangements as having the materials needed and guiding students in how the
classroom operates. The knowledge provided to the student should be supported by the use of
modern technologies and data from the banking sector as relevant to the needed requirements
(Gallimore & Goldenberg, 2001). At Qatar Banking School for Girls, the teachers provide
students with career development training with accompanying monitoring and guidance. Such
50

professional development is also not limited to simulation games, such as the business or the
banking simulation rooms, but effectively involves training sessions with the experts from the
real-world banking and finance sector.
In line with the above stated analysis, Table 5 represents the assumed organizational
influences affecting the target students based on the respective organizational influence
categories.

Table 5
Assumed Organizational Influences
Assumed organizational influence Organizational
influence category
Teachers provide effective career guidance and support. The organizational
resources
The school promotes parent by-in for their daughters' pursuit of a
business career.
The organizational
culture of trust
The school provides the students with effective experiences via the
simulation rooms and real-world experiences.
Professional
development of
students

51

Summary
In summary, vocational education increases the likelihood of young people to gain access
to the labor market. Even though the relationship of VET to economic growth is inconclusive, its
direct effects to productivity at the firm level can still influence economic growth in the short
term. The extant literature provides limited insight into the basic attributes of vocational
programs. Specifically, the literature rarely details the nature of vocational training, rates and
levels of participation, and the factors that predict selection into these programs. Moreover, no
empirical evidence exists to evaluate the effects of vocational education on the female student
population in Qatar. Thus, researchers should be prospectively involved in planning the research
design and on-site evaluations of training programs. To this end, by assessing the knowledge,
motivation, and organizational influences in Qatar Banking School for Girls in terms of the
student postgraduate employment and educational outcomes, it was possible to explore the
potential gaps in the School's program and consider the policy implications which would entail
either modifying the program to achieve better outcomes or reallocating resources to more
effective treatments.

52

Chapter Three: Methods
The purpose of this qualitative single case study was to explore the needs of female
students seeking employment in the finance and banking sector in Qatar. While a complete gap
analysis would focus on all key stakeholders as mentioned above, for practical purposes of the
study, the selected stakeholder group is that of recent alumnae of the Qatar Banking School for
Girls. The study particularly sought to identify gaps in the needs of the students who graduated
from the QBSG in terms of their enrolment into Business and Finance programs at a university
and in securing employment opportunities in the finance and banking sector. Accordingly, the
study addressed the following research questions:
1. What do QBSG graduates need, in terms of knowledge, motivation, and organization, in
order to be prepared for success in business and finance programs at universities, and to
secure employment opportunities in the banking and finance sector?
2. What are the recommended solutions to support successful employment in the banking,
business, and finance sector for QBSG graduates?
The decision to select a qualitative research approach, rather than quantitative or mixed
methods, is made based on my philosophical assumptions. Researchers bring assumptions to
their studies, research design, methods for data collection, analysis, and interpretation, as well as
the research problem (Creswell, 2014). For the present study, a qualitative approach was selected
for a number of reasons. I approached the research problem with a constructivist worldview, a
view that seeks to explore the setting or context of the participants (Creswell, 2014). Through the
use of open-ended questions in interviews, the researcher explored the beliefs that the graduates
hold regarding their knowledge, motivational, and organizational needs. Qualitative methods are
inductive in nature, and seek to understand and explore why things are happening as they are.
53

Research is typically done in the participant’s natural setting, whereas the data is interpreted by
the researcher. Merriam and Tisdell (2016) state that “research focused on discovery, insight, and
understanding from the perspectives of those being studied offers the greatest promise of making
a difference in people’s lives” (p.1). Accordingly, the purpose of the present study is to explore
the needs of female students in succeeding academically and gaining professional employment.
In its turn, a case study methodology is utilized because of the researcher’s objective to
derive an in-depth description and examination of the QBSG graduate female students as a single
bounded system (Merriam & Tisdell, 2016). Broadly speaking, the case is a bounded entity that
covers a unique event or shared phenomenon (Yin, 2014). A case study is a combination of five
tactical mechanisms including the research question, the theoretical framework, and the units of
analysis that are built from the research questions, logical connection of data to the propositions,
and the strategies used to interpret the results (Yin, 2014). Such a study is regarded as pragmatic
rather than paradigmatic (Rosenberg & Yates, 2007). It is specifically inspired by a need to
accomplish an in-depth comprehension of a single or insignificant number of cases found in their
authentic contexts (Yin, 2014). Stake (2010) added that case study research works in numerous
ways, accomplishing different purposes that are explanatory and descriptive. Yin (2014)
describes a case study as “an empirical inquiry that investigates a contemporary phenomenon
(the ‘case’) within its real-life context, especially when the boundaries between the phenomenon
and context may not be clearly evident” (p. 16). In a case study, the unit of analysis is what is
characteristic of the case study, not the topic of investigation (Merriam & Tisdell, 2016). The
unit of analysis for this study was the group of selected graduate students at Qatar Banking
School for Girls in order to understand the possible solutions to raise employment in the banking,
54

business and finance sector among women graduates by investigating their beliefs about their
needs.
A quantitative study design was not suitable for this research because inquiry into cause
and effect between variables for statistical analysis was not the goal of this study. The qualitative
case study method is suitable because it permitted the researcher to examine or describe a
phenomenon in context integrating different data sources providing significant insight into
several facets of the phenomenon under research (Yin, 2014). In the present study, the qualitative
descriptive case study methodology design supported the researcher with collecting detailed
information using multiple sources of evidence, including interviews and document.
The present study is also an instrumental case study, meaning that the case is selected
based on what the findings can elucidate about a broader topic (Yin, 2014). In other terms, the
findings of the case study described the female student community in the context of one
particular graduate community, but the results had broader implications for student communities.
By conducting an instrumental case study, the researcher was able to create a thematic
description that allowed readers to learn about a context and its broader implications (Merriam &
Tisdell, 2016). The resultant case study was a detailed, descriptive account of graduate students
that will be useful in informing educational policy and practice in Qatar.
This chapter describes the setting and context of the study, the participants and data
sources, the characteristics of the subjects, and the instruments and procedures used to gather the
data. The chapter includes the justification for the instruments used, data collection methods,
data analysis procedures, and limitations and limitations, and ethical challenges.

55

Participating Stakeholders
The target stakeholders for the present study are all Qatar Banking School for Girls’
recent alumnae. The researcher considered participants only if they are part of the 2020 graduate
group of 29 alumnae. Exploring the experiences of these subjects enabled the researcher to
understand the perceived knowledge, motivational, and organizational needs necessary for Qatar
Banking School for Girls’ alumnae to succeed in business and finance programs at a university
and secure employment opportunities in the respective sector. The graduates are accountable for
completing and obtaining the necessary credits in order to fulfill the course requirements and
graduate from their respective programs. Although it would be beneficial to recruit students from
earlier academic years enrolled in the School to explore the perceived prospective career and
academic challenges, for the scope of the present study, only the alumnae were included. In view
of the small number of this population, the researcher aimed to interview around 30% of the
alumnae for a total of 29 participants.
Interview Sampling Strategy
The identified research questions guided the initial sampling of participants, in a process
called purposive sampling. According to Merriam and Tisdell (2016), such a technique is “based
on the assumption that the investigator wants to discover, understand and gain insight, and
therefore must select a sample from which the most can be learned” (p. 96). Thus, the Qatar
Banking School for Girls’ graduate students chosen by the purposive selection process
constituted the target sample of convenience (Merriam & Tisdell, 2016). The convenience
sampling approach was necessary because, as a principal at the School, I have familiarity with
the group of potential participants, and the identification of potential participants reduced the
time frame necessary for conducting the interviews. Moreover, because I am known to the
56

potential subjects, it is also expected to facilitate a more immediately established constructive
relationship leading to strong rapport and data collection. In addition, Maxwell’s (2013) research
indicates that there are four possible goals for purposive sampling that are relevant to the present
study. First, deliberately selecting cases, individuals, or situations that are typical provides more
confidence in the conclusions, as opposed to a random sample. Second, selected participants are
representative of the entire variation range, rather than an average subset of such range and
“adequately capture the heterogeneity in the population” (Maxwell, 2013, p. 98). Third, being
deliberate can illuminate what is going on and provide a crucial test of theories. In this study,
graduate students (who are most vulnerable to employment and post-graduate education
challenges) participated. Next, it is important to “select groups or participants with whom you
can establish the most productive relationships, ones that will best enable you to answer your
research questions” (p. 98). Accordingly, the present study included the QBSG graduates with
whom the researchers already have an established professional relationship.
Interviews continued until data saturation was reached. An appropriate sample size for
the study is estimated to be ten participants from the total population size of 29 alumnae.
Because repetition is not necessary for a piece of data to become a part of the analysis group in a
qualitative study, one occurrence is just as important as many occurrences (Mason, 2010).
Nevertheless, the sample size had to be large enough to encompass all of the perceptions that
might be important (Mason, 2010). Being mindful of the inverse relationship between data
quality and the number of participants, the careful selection of knowledgeable participants is
expected to generate high quality data (Corbin & Strauss, 2015). If saturation is not achieved
after interviewing ten target participants, samples are further collected until no new ideas or
themes emerge (Mason, 2010). Furthermore, there are two classes of saturation, including
57

theoretical and data-based. Both types of saturation were accomplished for this study. According
to Walker (2012), data saturation is founded on continued sampling in the course of a study until
there is evidence of repeating data that does not involve any corresponding new information. In
turn, theoretical saturation implies that the data analysis process no longer generates new themes
(Walker, 2012). Therefore, to ensure that data saturation is reached in this descriptive case study,
the researcher collected data until data saturation is complete. To ensure theoretical saturation is
reached in the present study, the researcher examined the data until no new themes emerge. If
data or theoretical saturation is not reached, it impacts the quality of the research and hinders the
trustworthiness of the study (Walker, 2012). Hence, the researcher aimed to develop rich and
thick data descriptions. If saturation is not met, the researcher sought to increase the sample size
to ensure that saturation for both types is met.
Interview Sampling Criteria and Rationale
Criterion
The research was specific to graduate female students at the Qatar Banking School for
Girls site. As all students at the QBSG are female, such sampling criterion serves as a
proportional representation of alumnae to student group size. The class of 2020 included 29
graduates who form the population for this study. Such a research design decision is drawn from
the theoretical framework to study the knowledge, motivational, and organizational needs of the
QBSG graduates to succeed at the university and professional employment (Clark & Estes,
2008). Such method of purposeful sampling was helpful in interviewing effective graduates who
would most likely provide the best data for the study, and were far more eager to share about
what they know as compared to the undergraduate students who are likely less knowledgeable of
the prospective employment challenges (Maxwell, 2013).
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Recruitment
Information about the participants were obtained from the organization’s directory by the
researcher as the School’s principal. To recruit participants, the researcher sent emails to students
who fit the aforementioned interview sampling criterion. The email briefly explained what the
study entails, what effects from participating in the study may be, a description of the study
purpose, the researcher name, the university affiliation, the eligibility criteria, the required time
commitment, the research location, and point of contact information. The invitation email was
followed up by a personal phone call and email to those who responded, and interviews arranged
with the respondents who are over 18 years old. All participants were volunteers and did not
receive any monetary compensation for their time.
The instrumentation for this study was submitted for approval to the university’s
Institutional Review Board (IRB) and was conducted with written consent from each study
participant. The conversations with the participants remained confidential. Emails to confirm
participation and consent forms will be included in the study notes and, when applicable, audio
recordings from the interviews. In order to ensure confidentiality and anonymity, careful
procedures were established to protect the study participants. The researcher did not use a
personal or professional email to contact the participants, but a newly developed email, which
will be created prior to the beginning of data collecting, to communicate with participants
electronically. Participants were allowed to withdraw from this research at any time during the
study.

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Data Collection and Instrumentation
Interviews
Qualitative interviews used as data generating rather than data collecting. The interviewer
is the co-producer of the data, which is generated because of an interaction between the
interviewer and interviewees (Seale, 2012). Interviews occurred via video conferencing and are
expected to last 45 to 60 minutes to ensure the participant does not feel hurried, has time to
collect their thoughts, and the conversation remains fresh. Time of day was chosen by the
samples to allow ease for interview times, unhurried speech during the interview, and enable
post-interview tasks to be unimpeded. Interview participants participated in the interviews by
themselves.(Gunkel et al., 2016). Security concerns and restrictions related to the COVID-19
pandemic did not allow for freedom of movement throughout the city for the interviewer and the
interviewees. Video conferencing interviews repeated as many times as necessary for the
participant to convey their thoughts and share the richness of their lived experience.
Data collection instrument consisted of demographic questions and interview questions
(Appendix A). Semi-structured interviews were conducted in a conversational style. Four to five
interview questions were open-ended to prevent suggesting answers or leading participants. The
semi-structured nature of the interview questions allowed for the accommodation to a variety of
study objectives and reflect variation in its use of questions, and to involve participants (Galletta
& Cross, 2013). Construction of an interview instrument (Appendix A) is realized to source
comprehensive responses and to describe a strategy for managing the challenges. Such an
approach means that the questions were well-connected to one another in a steady line of a real
stream of questions. In case study interviews, questions are possibly not restrictive instead of
unbending (Rubin & Rubin, 1995). According to Baskarada (2013), the interview process
60

requirement of subject matter expertise, data collection, and objective interview experience was
critical. Threats to effective interviews involve misunderstanding or misinterpretation of
responses that may be influenced by personal bias, adding leading questions, and commenting.
Bias may be introduced by listening selectively, and assuming what the answer may be from
prior interviews (Rubin, & Rubin, 1995). How-type were questions asked, because asking why-
type questions may promote a defensive posture from interviewees. Questions lacked a
categorical answer, offered flexible exchanges, added discovery elements, uncovered surprising
evidence, and gained deep understanding through rich data collection (Rubin, & Rubin, 1995).
Such methods also imply that during the conversation the researcher had several responsibilities,
including following a specific order of questioning, equally reflected in the case study decorum,
and posing questions in an unbiased way, which satisfies the requirement outlined in the order of
the investigation until a saturation point is reached. Saturation occured at a point when the
participants are not offering any new pertinent information in their responses (Mason, 2010).
Either English or Arabic language used as a communication method with the interviewees.
The interview questions and answers were participant-permitted to be audio-recorded. No
video recordings made. Audio recordings were of the interview exchange. Audio recording was
further transcribed to word documents. Chain of evidence was maintained to link the initial study
questions, case study procedures, case study protocols, and the evidence collection
circumstances. A database stored evidence to allow retrieval when circumstances indicate the
requirement. Case study database containment of citations, final report evidence, and concluding
remarks were strictly adhered to (Baxter & Jack, 2008; Yin, 2014). In addition, interview notes
included the time, date, place, persons attending, interview topic, encountered events, climate,
the tone of voice, and emotions detected. Notes ensured that the data not captured during the
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interview recording or transcription is added (Rubin & Rubin, 1995; Yinn, 2014). Impressions,
feelings, reactions, reflections, or interpretations of interview discussions comprised additional
interview notes.
Data Analysis
The iterative process of data analysis helped the researcher to ensure that the data
collection is yielding important insights. Merriam and Tisdell (2016) specifically recommend
that data collection and analysis in a qualitative study should be ongoing. By engaging in a
simultaneous process of data collection and analysis, the researcher was able to make strategic
decisions about what sources to consult about students’ experiences, what documents and
artifacts to collect, and when theoretical saturation had been reached.
To help organize the data collection and analyses processes, the researcher engaged in a
practice of memo writing. Merriam and Tisdell (2016) suggest that researchers use memos to
write down reflections, hunches, ideas and challenges in each step of the data collection and
analysis processes. The researcher should use such memos to inform subsequent observations
and interviews and to try out themes on participants (Miles & Huberman, 1994). Researchers can
ask participants if early analyses fit with the participant’s understanding of the phenomena under
study. The participant can then provide input, validate the researcher’s assertions, provide
alternative hypotheses or direct the researcher toward new sources of data (Miles & Huberman,
1994). Memoing about preliminary analyses can be helpful in identifying emerging codes and
themes (Merriam & Tisdell, 2016). To this end, the researcher utilized memos in the data
collection processes and the preliminary analyses.
Furthermore, data collection for this study generated interview transcripts. For purposes
of examination of such data, the researcher employed conventional content analysis techniques
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(DeWever et al., 2006). Content analysis was founded on a methodology for categorization,
classification, and coding of the text to identify relevant patterns and themes (DeWever et al.,
2006). The researcher used a coding scheme that reflects my gap analysis framework to conduct
the content analysis (Clark & Estes, 2008). By applying a theoretically aligned coding scheme,
the researcher increased the likelihood that the findings are grounded in existing literature and
theory rather than the researcher’s own opinions (DeWever et al., 2006). In the first cycle of
coding, the researcher utilized NVivo software to highlight all information that fit with
predetermined codes (Saldana, 2012). The researcher analyzed un-coded data to see if new codes
emerge from initial data, and amended the coding scheme to reflect such adjusted patterns. The
researcher removed codes that are not relevant to the data. Approaching the next coding cycle,
the researcher re-examined the data on the basis of the emergent and previously identified codes.
During such a phase of the coding process, the researcher created an audit trail, a series of
memos where the researcher reflects on their coding choices and hunches regarding data (Miles
& Huberman, 1994). As a result, the researcher used the memos and the NVivo analyses to
identify the key themes, patterns, and processes that explain the knowledge, motivational, and
organizational needs of Qatar Banking School for Girls’ graduates in seeking employment and
post-graduation opportunities. Finally, the researcher used such themes and patterns to develop a
detailed, descriptive account of the possible solutions to raise employment in the banking,
business, and finance sector among the QBSG women graduates.
In addition, the researcher generally categorized the collected documents and artifacts as
either employment-related or education-related. All of the documents listed with dates, and a
brief outline of each was recorded utilizing a Document Summary Form as described by Miles
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and Huberman (1994). This form includes a summary of the contents, its context, and the
significance of the document.
Credibility and Trustworthiness
The researcher used several methods to improve the credibility and trustworthiness of
research findings. The first strategy to be employed in this study was member checking
(Merriam & Tisdell, 2016), which was done by sharing the coding and interpretations of the
interviewed graduate students with selected participants to gauge their reaction. As outlined by
Patton (2015), the researcher must pay close attention to the reactions of the participants in
response to the interpretations and findings. The second strategy employed was peer review,
where the process, interpretations, and findings are shared with other researchers for examination
(Merriam & Tisdell, 2016). The researcher specifically asked peers familiar with the topic to
review the data to determine whether the findings are plausible. Such co-researchers provide
constructive feedback and share their perceptions on the thoroughness of the findings and
whether or not the findings answer the identified research questions. In addition, the case study
used rich data as another strategy to increase credibility and trustworthiness. Rich data (Maxwell,
2013) is detailed data that provides a full picture of what is happening. Rich data collected in the
form of verbatim transcripts of the interviews. It is also established from the use of documents
and artifacts. Finally, the researcher considered triangulation as the process of using multiple
sources of data as a means to compare and cross-check data collected from interviews and
documents (Creswell, 2014; Maxwell, 2013). The researcher specifically employed triangulation
to compare the different sources of data to derive themes. Moreover, triangulation may include
follow-up interviews with the same people, if needed (Merriam & Tisdell, 2016). One advantage
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of conducting the present case study is that the researcher is a principal at the case study school
so that any follow-up is easily accomplished.
Ethics
All study instruments were submitted for approval to the IRB prior to performing the
study and utilizing the data collection tools. Before conducting the interviews, the researcher
consulted the Ethical Issues Checklist discussed by Patton (2015), including such items as
explaining purpose, reciprocity, management of promises, risk assessment, confidentiality,
informed consent, data access and ownership, interviewer mental health, ethical advice, data
collection boundaries, intersection of ethical and methodological choices, and ethical versus
legal issues (pp. 725-727). At baseline, a full introduction to and explanation of the research
study was given so that the interviewee can make an informed decision about participation.
During the initial phone or email conversations, and after potential participants are asked
screening questions, participants were introduced to the study. The completed length of
involvement and the role of the researcher was to be discussed. Interviewees were informed
about the possibility of unpleasant emotions being raised while talking about past or concurrent
employment or post-graduate challenges. Interviewees were also informed that such unpleasant
feelings may last beyond the interview session and may impact other parts of their lives.
Participants were given a consent form, via email, to sign that included reassurance of
confidentiality; the right to end participation at any time; assurance against repercussion if they
decide to withdraw from the study; and pertinent researcher contact information. The participants
were encouraged to provide contact information to ask any questions before signing the form.
The participants were given time enough to thoughtfully consider participation before signing the
form. The participants were asked to return the signed consent form prior to the agreed upon
65

interview date and time so that I can also sign, and were given a copy for the participant’s
records (Corbin & Strauss, 2015). Participant costs will include an investment of time and
investment of effort toward signing and returning the Informed Consent form.
Furthermore, before the interviews began, participants were assured that no video
recordings of interviews are to be made. Contact information was deleted from the video
conferencing applications once the interviews were completed. The researcher ensured that
participants understand that the recorded interview words were transcribed as spoken without
any rephrasing (Garcia, 2016). Interview question responses were digitally voice recorded as
allowed through the informed consent form written permission from the interviewee. In the case
the interviewee does not wish to be recorded electronically, the interviewer recorded hand-
written interview notes. Written accounts of the interviews were safeguarded appropriately and
stored in the study database (Kaiser, 2010). The researcher also incorporated the necessary
means for coding the data to ensure that each participant's name is protected. Study participant
demographic information names were kept confidentially and known only to the researcher. A
unique four-digit code was employed for each participant to ensure the confidentiality of study
subjects (Kaiser, 2010). Data was secured in a locked area, stored for three years, and then
eliminated using a cross-cut shredder. In addition, sanitization of storage media such as computer
hard-disk drives occurred. The resulting findings of the present study may be published.
As the Principal and founder of QSBG, as well as a female, I am invested in the School’s
development and success of its students. I know all of the alumnae who perceive me as an
authority figure. Due to my supervisory capacity as the Principal at the School with the
participants, it was critical to the integrity of the process to embody the phrase, “Do no harm,”
and to receive informed consent from all of the graduates being interviewed (Tracy, 2013).
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Moreover, I have long had an interest in several dimensions of education that play an important
part in the present study: the implementation of educational technology, vocational instruction,
and secondary education. In spite of attempts to keep my report totally objective, some
assumptions made in the preparation of this study are no doubt reflections of my own ideologies
regarding secondary education programs and student needs.
Therefore, as a Principal at the target school, I hold a personal attachment to the study
problem. I am interested in hearing the female graduates' perceptions of their needs pertaining to
employment. With such known attachment to the subject, maintaining the integrity of the
research was critical. My personal biases, prejudices, and orientations have contributed to my
interpretations and approach to this study (Creswell, 2014). Accordingly, I attempted to
acknowledge the personal history, traits, and biases that may impact my data interpretation in the
course of the research project (Creswell, 2014). Knowing my own history and potential biases
allowed me to be sensitive to the needs and perceptions expressed by the prospective subjects.
Limitations and Delimitations
There are several limitations on this study. Although convenient for the researcher,
purposive sampling has severe limitations in the ability to generalize from the sample to larger
populations (Maxwell, 2013). Limitations may also include the respondent’s perceived threat
from speaking openly about their employment or educational challenges and unwanted attention
introduced through study participation. The study limitations further encompass the time length
available to conduct the study. Finally, the study used a descriptive instrumental single case
study design. The ability to conduct such a study illuminates and enhances the case, however, the
researcher may fail to articulate the larger problem that they were originally set out to explore
(Yin, 2014). Therefore, another limitation for this study is that the researcher might be unable to
67

return to such a broader issue that is under investigation because of the multiple subunits
included within this study.
The delimitations or conceptual boundaries of the case study included interviewee
selection in the context of Qatar Banking School for Girls, where the research study occurred.
Another delimitation was the purposeful omission of undergraduate student perspectives and
data. Such student perspective and student outcome data would be insightful to learning about
how graduate students perceive their knowledge, motivational, and organizational needs related
to employment and higher education, as their understanding of such needs could be also affected
by their undergraduate experiences.

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Chapter Four: Results and Findings
This chapter presents the results and findings from data collection. This study examines
whether Qatar Banking School for Girls (QBSG) prepares its students effectively for success in
the banking, business, and finance sectors. The main purpose of the study, therefore, was to
determine whether the school’s former students excel upon enrollment in business and finance
programs at the university level. The following two questions guided this evaluation study:
1. What do QBSG graduates need, in terms of knowledge, motivation, and organization, in
order to be prepared for success in business and finance programs at universities, and to
secure employment opportunities in the banking and finance sector?
2. What are the recommended solutions to support successful employment in the banking,
business, and finance sector for QBSG graduates?
Data collection employed interviews as the primary data collection method, with recent
alumnae of QBSG in universities serving as the target stakeholder group. The interviews were
conducted online via the video conferencing platform, Zoom, with 14 participants (QBSG had 29
alumnae at the time of data collection, but six elected not to participate in this study and nine
were enrolled in institutions or majors outside the scope of this study). The collected data were
coded and analyzed, and the results were checked with established knowledge, motivation, and
organizational influences to determine whether the assumed influences conveyed in Chapter Two
were correct. Confirmation of these assumptions occurred when more than 55% (eight or more)
of the responses demonstrated their existence. On the other hand, those that were not
demonstrated were taken as the causes of any gaps even though they still informed the study’s
recommendations. The chapter concludes with a summary of the points and their relationship
with the research questions.
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Table 6 below provides a summary of the assumed influences that drive this study. These
categories were developed in Chapter 2 and are reiterated here for the reader’s benefit.

Table 6
Assumed Knowledge, Motivation, and Organization (KMO) Influences
KMO construct Assumed KMO Influence
Knowledge (Factual) Alumnae’s knowledge about career opportunities in the
business and banking sectors such as retail, insurance, and
finance.
Knowledge (Factual) Alumnae learn how to implement the fact and concepts
through different types of instructional practices
implemented on the business and banking sectors such as
retail, insurance, and finance.
Knowledge (Factual) Alumnae’s ability to self-reflect about the appropriateness of a
business career given their areas of strength.
Motivation utility value Alumnae’s value for pursuing a profession in the banking and
business industry.
Organization resources Teachers provide effective career guidance and support.
Organizational professional
development
The school provides the students with effective experiences via
the simulation rooms and real-world experiences.

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Participating Stakeholders
The study enrolled 14 participants who are alumnae of QBSG and are all presently
enrolled in higher education institutes in Qatar. In addition to the identification number used to
identify the respondents while maintaining their confidentiality, the participants were
distinguished by the current course they are pursuing and whether they are pursuing their
university education through sponsorship. One of the key goals of QBSG is to ensure that 5% to
10% of its students are employed within the banking and business sector. For this study, it is
assumed that the students who receive scholarships to undertake their university studies are also
employed at the respective organizations as part-time employees. Table 7 below presents a
summary of the demographic characteristics of the interviewees.

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Table 7
Demographic Information of Interview Participants (n=14)
Participant’s ID University University
Sponsorship
1 College of Business and Economics, University of Qatar No sponsors
2 College of Business and Economics, University of Qatar No sponsors
3 College of Business and Economics, University of Qatar No sponsors
4 College of Business and Economics, University of Qatar No sponsors
5 College of Business and Economics, University of Qatar No sponsors
6 Northumbria University in Qatar, finance and
investment management
Accepted, under
sponsorship
7 College of Business and Economics, University of Qatar No sponsors
8 Northumbria University in Qatar, finance and
investment management
Sponsored by a
bank
9 College of Business and Economics, Qatar University No sponsors
10 College of Business and Economics, Qatar University. No sponsors
11 College of Business and Economics, Qatar University No sponsors
12 Northumbria University, finance and investment
management
No sponsors
13 College of Business and Economics, Qatar University No sponsors
14 College of Business and Economics, Qatar University No sponsors

Knowledge Results and Findings
Three knowledge influences were identified in this study. Table 8 below shows a
summary of the Knowledge findings. These influences were categorized according to
Krathwohl’s (2002) classification, but only one category was established: factual. Overall, two
of the influences were demonstrated from the responses and one was partially demonstrated. In
particular, it was clear that QBSG directly influences two knowledge areas in its students: their
ability to learn how to implement the facts and concepts through various instructional practices,
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and their capacity to self-reflect about the appropriateness of a business career given their unique
skills. However, it was not immediately clear whether QBSG influences the knowledge of its
alumnae regarding available career opportunities in the business and banking sectors; hence, this
thematic area was only partially demonstrated.

Table 8
Assumed Knowledge Themes and Status from Responses
Category Assumed knowledge influence Demonstrated Partially
demonstrated
Not
demonstrated
Factual Alumnae’s knowledge
about career opportunities in
the business and banking
sectors
√
Factual Alumnae’s knowledge of
how to implement facts and
concepts through different
types of instructional
practices implemented in
the business and banking
sectors.
√
Factual Alumnae’s ability to self-
reflect about the
appropriateness of a
business career given their
areas of strength
√

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Knowledge is a significant contributor to students’ success. As Clarkes and Estes
(2008) state: “all organizational goals are achieved by a system of interacting processes that
require specialized knowledge and motivation to operate successfully” (p. 104). In this case, it
was important to check whether QBSG narrows the knowledge gap for its students as regards the
career opportunities in the business and banking sectors, as well as the skills needed to succeed
in these fields. All tested knowledge influences were in the factual knowledge category, which
assesses whether one is knowledgeable about specific domains, contexts, or disciplines.
Anderson and Krathwohl (2001) further state that the ability to recall, recognize, and remember
are some of the cognitive functions related to factual knowledge.
Alumnae’s Knowledge About Career Opportunities in the Business and Banking Sectors
Participants demonstrated a grasp of the opportunities available in the business and
finance field, with some attributing their knowledge to the lessons learned at QBSG. In this case,
the interviewees responded to the question, “How would you describe your career opportunities
in the retail, insurance, and finance sector considering the knowledge you gained through
different instructional practices and performance-based training in the classrooms at QBSG?”
Their responses show that they are knowledgeable about career opportunities in the business and
banking sectors, such as retail, insurance, and finance.
An education system should empower its students with the knowledge required to excel
in their particular field of study. According to Chadha and Parimoo (2017), students should
possess labor market knowledge of the job vacancies and trends of skills in demand on the actual
market. At QBSG, learners are required to learn about the concepts and present happenings in
the banking sector. A majority of the collected responses highlighted that the school promotes
this aspect. For example, Participant 1 answered that their chances of success in the banking field
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are high due to the experience they gained while at QBSG. This response shows that QBSG
played a considerable role in making this student feel prepared for success in the professional
field. However, two of the respondents’ answers were inconclusive as to whether QBSG was
solely responsible for this achievement. Participant 14 stated, “I believe I have great
opportunities in different fields. Because the country requires people in these sectors.” Similarly,
Participant 13 replied that they are likely to achieve career success because they liked particular
sectors. These answers show that some of the students do not have an in-depth knowledge
regarding the needs and state of the banking and business sectors. As a result, their decisions
were informed by factors that are difficult to quantify, such as how much one likes a particular
sector. QBSG, therefore, should find more ways to address this shortcoming. In the end, the
assumed knowledge influence in this case was only partially demonstrated by the responses.
Alumnae’s Knowledge of How to Implement the Facts and Concepts Through Different
Types of Instructional Practices Implemented on the Business and Banking Sectors
The interview question posed was: “Did your learning experiences at QBSG prepare you
for these career options? If so, what experiences were most useful?” As Chadha and Parimoo
(2017) established, one needs to be knowledgeable on the operations and regulations of the
banking sector as well as demonstrate a sound understanding of credit appraisal systems to
succeed in the banking sector. All alumnae conveyed a clear sense of their goals as each knew
what they wanted to pursue in their field of interest, and they attributed this quality to the lessons
they undertook at QBSG.
The school utilizes different instructional practices to ensure that its students achieve a
holistic education. For example, Participant 1 stated, “All the opportunities and experiences I had
in school encouraged me to pursue a career in finance.” Additionally, Participant 7 responded:
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I decided to pursue a career in finance, and the reason behind this decision is a sentence
my teacher told me in grade 11. She said, “You can do both business and finance, but the
country needs you more in finance.”
These responses show that QBSG’s alumnae chose a specific field due to various factors,
including the country’s need for skilled workers. Thus, the experiences they gained in the school
helped them to discover their preferences, build their capabilities, and determine an appropriate
field. For example, QBSG arranges for its students to visit various banks to improve their
communication, interpersonal relationship, and technical skills. The participants’ responses show
that this type of instructional methodology enhanced their level of preparedness for the
workplace. As such, it can be concluded that the students demonstrated a demonstrate a sound
understanding of the facts and concepts required to succeed in the business and finance sectors
due to the instruction they received at QBSG.
Alumnae’s Ability to Self-Reflect About the Appropriateness of a Business Career Given
Their Areas of Strength
As Anderson and Krathwohl (2001) outlined, a person’s ability to recall, recognize, and
remember various concepts can be used to gauge their factual knowledge. These abilities can be
measured by examining whether an educational system fosters students’ abilities to reflect on
their skills and to map these capacities to prevailing professional demands. All the collected
responses indicate that QBSG influences its alumnae’s ability to self-reflect about the
appropriateness of a business career given their areas of strength.
The main objective of this assumed influence is to determine whether QBSG enhances its
students' awareness of possible career paths open to them. The collected responses, which are the
same as those under the previous section on the alumnae’s knowledge about career opportunities
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in the business and banking sectors, show that the school meets this goal. As illustrated
previously, Participants 1, 13, and 14 communicated their optimism regarding their career
prospects, and they attributed this positive outlook to their experiences while in the institution
and through evaluations of the country’s labor needs. These answers show that the respondents
can examine themselves and identify the fields that best match their abilities and skills. Thus,
QBSG’s students demonstrate the ability to think about their strengths and their chances of
success in the business and finance fields after which the learners can map their skills to the
demands of a business career. For instance, students are required to complete industry
internships and simulations and, subsequently, rate their performance. Such opportunities are
essential in developing the critical thinking abilities of the learners, which is what this influence
measures.
Summary of Knowledge Findings
The purpose of this section was to establish the knowledge needs of QBSG’s students in
their quest to further their studies in the business and finance sector and to succeed in these
fields. Two underlying themes are established in this case: First, the school exposes its students
to various opportunities and, second, it helps them to achieve a sense of purpose to achieve the
desired state. In particular, a majority of the respondents stated that they have significant
opportunities in the business and finance fields and that QBSG provides an environment in
which students can align their goals, preferences, and capabilities to their careers. However, in
some instances, it is unclear how much the school has contributed to the career opportunities of
the students, as some learners attribute their opportunities to either intrinsic interest or demand in
the country for professionals in the sectors.

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Motivation Results and Findings
People need to feel motivated to complete a particular task. Individuals often find it easy
to undertake a duty more fully when they are motivated. As Clark and Estes (2002) state, “people
who are positive and believe they are capable and effective will achieve significantly more than
those who are just as capable but tend to doubt their own abilities” (p. 82). The authors further
contend that motivation provides people with the goals and resources they require to become
effective. As motivation can be extrinsic, Clark and Estes’ point of view can be used to check
whether QBSG provides an environment that promotes the confidence, and, hence, motivation,
of its students. Two assumed motivation constructs were established in this study. It was
determined whether, first, QBSG’s alumnae see value in pursuing a profession in the banking
and business industry and whether, second, they possess the self-efficacy to pursue such a
profession. As shown in Table 9, the responses demonstrated both of these assumed influences,
which means that QBSG supports its students in these ways.

Table 9
Motivation Themes and Status from Responses
Category Assumed motivational
influence
Demonstrated Partially
demonstrated
Not
demonstrated
Utility Alumnae’s valuing of
pursuing a profession
in the banking and
business industry.
√
Self-Efficacy Alumnae’s self-efficacy
to pursue a profession
in the banking and
business industry.
√

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The themes in Table 9 above can be further sub-grouped into two categories: Utility
value (MUV) and self-efficacy (MSE). The utility value of a task defines how it relates to future
goals. When individuals perceive an undertaking to be beneficial at a later date, they may value
this activity even if they presently do not enjoy performing it. Thus, the first assumed theme
relates to whether QBSG alumnae view a career in the banking and business industry as
beneficial to them in the future. On the other hand, self-efficacy denotes one’s ability to learn or
perform a given task (Bandura, 1977). A person’s self-efficacy can influence their belief system,
which, in turn, impacts their motivation, choices, and the amount of effort put into achieving a
goal. Thus, it was also important to determine whether the alumnae possess the self-efficacy to
pursue their career goals.
Alumnae’s Value for Pursuing a Profession in the Banking and Business Industry
Students’ Positive Perception of Their Future Success in Their Job
The assumed motivational influence in this case was QBSG alumnae’s value for
pursuing a profession in the banking and business industry. The corresponding interview
question was, “How confident do you feel about your ability to succeed in your professional
career upon graduating from QBSG?” The responses demonstrate that the students were
confident in their ability to succeed in the business and finance field as a result of having
attended QBSG.
Typically, people consider certain activities as valuable if they are important to them.
Specifically, the utility-value theorem stresses the fact that a person can complete an
undertaking, even if they do not enjoy the process, as long it may result in a positive outcome
(Wigfield & Gladstone, 2019). For instance, Participant 2 stated, “I believe I’m capable of
succeeding in accounting due to my experience in QBSG,” whereas Participant 3 responded, “I
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believe in myself and in my abilities, my school strongly enhanced my skills, developed my
vision, and taught me all about this career.” These responses show that QBSG plays a role in
boosting the confidence of its students, which is a significant factor in enhancing their ability to
succeed in their selected professional fields. Some of the respondents also indicated that those
who can discover their strengths and gain experience in the field they prefer early are
undoubtedly guaranteed to succeed in their future work. For example, Participant 13 stated that
“I believe I can succeed in finance more than any other sector. Because I am experienced and I
am still learning.” In other words, QBSG provides much-needed experience and motivation that
encourages its students to believe in their ability to succeed in the male-dominated business and
finance sector in Qatar.
Alumnae’s Self-Efficacy to Pursue a Profession in the Banking and Business Industry
QBSG Students’ Improved Preparedness for the Professional Sector As Compared to
Counterparts From Regular Schools
The assumed motivation influence in this case is the alumnae’s self-efficacy to pursue a
profession in the banking and business industry. The corresponding interview question was, “Did
the curriculum taught in the school provide any support for you in terms of your professional
career?” All the received responses showed that QBSG prepares its students for the professional
field better than other institutions.
A majority of the respondents believe that they have more experience than their regular
school counterparts. One of the reasons for this disparity is that the latter group sees most
information at the university for the first time, which presents various obstacles. Participant 5
noted that students from regular schools especially struggle with this aspect upon joining college
due to their inexperience. The QBSG alumnae also believe that they are more confident to speak
80

in front of an audience than their counterparts. As Participant 13 stated, “some university
students who are shy or afraid to speak in public, while we have the complete confidence to do
so due to all the practice we did in school.” Indeed, QBSG provides hands-on and practical
training on various subjects, such as public speaking and the workings of financial institutions,
whereas students from regular schools rely mostly on theoretical methods to inform their
understanding. Finally, regular school students choose their academic majors without a clear
reason, which implies that they have yet to discover their strengths and weaknesses, which, in
turn, affects their ability to make an informed choice of an appropriate course at the university
level. QBSG, therefore, prepares its students comparatively better in this regard for the
professional field.
Summary of Motivation Findings
This section examines the motivation needs of QBSG students in their quest to become
professionals in the Qatari business and banking sector. Motivation provides much-needed
impetus to one’s ability and desire to achieve a particular goal; hence, an education system is
incomplete if it cannot motivate students towards a certain ideal. Two themes are established in
this case: QBSG promotes its alumnae’s self-efficacy to pursue a career in the business and
banking sector and the school also arms learners with a utility value to undertake this task. In
particular, a majority of the respondents state that their preparedness for success in their jobs was
significantly enhanced at the institution and they also reported that they are better prepared for
higher education than their counterparts from normal schools. Consequently, the responses
demonstrated that QBSG already supports both assumed influences presently.

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Organization Results and Findings
An institution’s environment and practices can also determine whether its students
succeed. In fact, aside from deficits in knowledge or motivation, Clark and Estes (2002) attribute
performance gaps to ineffective organizational processes or culture. When knowledge or
motivation gaps are removed, it is often an attribute within an organization that is hindering
people within it from meeting established goals. Two assumed organization influences were
identified in this study: Whether teachers at QBSG provide effective career guidance and
support, and whether the school provides its students with effective experiences via the
simulation rooms and real-world experiences. All answers showed that QBSG already supports
the influences (see Table 10).

Table 10
Organization Themes and Status from Responses
Category Assumed organization
influence
Demonstrated Partially
demonstrated
Not
demonstrated
Resources Teachers provide
effective career
guidance and support
√
Professional
Development
The school provides the
students with effective
experiences via the
simulation rooms and
real-world experiences.
√

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As shown in Table 10, the assumed influences can be categorized under two
organizational pillars: Resources and professional development. First, according to Clark and
Estes (2002), organizations should have sufficient supplies and equipment to facilitate the work
of their employees and teams. Thus, resource deficiencies, for example, staff shortages, can lead
to performance gaps. Second, the processes and procedures followed within an organization also
play a significant role in creating an effective establishment. An organization can experience
confusion and inefficiency should it fail to align available resources and goals (Clark & Estes,
2008). This research examined whether organizational deficiencies such as lack of resources and
poor teaching practices could hamper the ability of QBSG students to meet their career goals .
Teachers Provide Effective Career Guidance and Support
Students’ Positive Descriptions of QBSG and
The assumed organization influence of interest i Its Role n this case is whether teachers
provide effective career guidance and support. The interviewees were asked two questions:
“Upon graduation from QBSG, could you envision a career for yourself in business or finance?”
and, “Do you believe you are competent and capable of succeeding in these fields? Why?” A
majority of the respondents indicated that QBSG guides students to figure out what they want at
an early age, which is demonstrates the existence of the assumed influence under investigation.
QBSG provides an environment that contributes to the career growth of its students
significantly. For example, Participant 6 stated that, “I believe specialized schools enhance the
students’ skills and help them know what they want at an early age.” The school also allows
students to match their skills with their preferred careers. As Participant 14 noted, “specialized
schools provide the students with more time to figure out what they want.” Students see the
school as providing them with sufficient experience to work in the business and finance field,
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and as providing the country with the experts needed to fill its labor needs through local talent.
QBSG further avails new opportunities for its students, such as novel majors which are not
prescribed in the typical curriculum. Overall, the students agree that QBSG provided much-
needed career guidance and support. As Participant 8 responded, “I thank my country for giving
me the chance to study in a specialized school, it changed my whole vision.” Therefore, it is
evident that QBSG provides sufficient career guidance and support to its students.
The School Provides the Students With Effective Experiences via the Simulation Rooms
and Real-World Experiences
The Success of QBSG in Preparing Students to Join Finance and Business Programs in
Universities
QBSG impacts its students along four key areas under this category: Professional
development, personal development, employment skills, and academic development. These
aspects are equally crucial in ensuring that the learners are ready to succeed in the competitive
banking and business sector and, for this reason, QBSG places equal emphasis on them
independently. For example, professional development lessons are provided through teacher- and
expert-guided sessions that introduce the students to the challenges they are likely to experience
upon joining the workforce. For this study, the areas are analyzed separately as they are equally
important for the school. Overall, the responses demonstrate that QBSG promotes the
wholesome development of its students
Professional Development. Students indicated that their enrollment in QBSG helped
them professionally by enabling them to discover their tendencies, making the work environment
familiar to them, and forming a comprehensive and clear picture of the work fields. For example,
Participant 1 responded, “They taught us every single detail. They treated us like real employees
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and taught us about every situation that happens in a company.” Students also reported that being
familiar with the work environment increased their ability to define their preferences. According
to Participant 5, “field training helped you form a clear vision about the career paths.” The
respondents also indicated that building a comprehensive picture of the work fields helped them
to determine what they want. For example, some are considering entrepreneurship, while others
desire to work in banks or specific organizations. These responses show that QBSG supports the
professional development of its students.
Personal Development. Students mentioned that QBSG enabled them to develop their
personal skills significantly. Some indicated that their presentation skills improved their self-
confidence, ability to work with people, and capacity to speak in front of a public audience. For
example, as a result of the public speaking classes, Participant 8 stated that, “Our self-confidence
was promoted, we felt less shy to hold the microphone and speak in front of people,” whereas,
according to Participant 11, “I noticed that I struggle way less with presentation skills than the
others.” Thus, the public speaking lessons help to develop the confidence and stage presence of
the students alongside their communication skills. Furthermore, the respondents discussed the
experience they gained through the school that inspired them to start their own businesses, work
in a specific organization, or complete their postgraduate studies. Therefore, the responses
demonstrate that QBSG promotes the personal development of its students, especially as regards
to building their self-confidence.
Employment Skills. Students discussed developing employability skills through their
educational experience at QBSG. In particular, dealing with interviews and writing effective
curriculum vitae (CV) were the most frequently discussed skills that the students developed
while at QBSG. For instance, Participant stated, “I learned how to apply for a job, which was
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great because I learned this at a young age.” On the other hand, Participant 6 noted that they
learned how to write captivating CVs that qualify and quantify their skills. Therefore, there is
sufficient evidence that QBSG effectively develops the employment skills of its students.
Academic Development. QBSG is, in the end, an academic institution whose core
mandate is to develop its students academically. Therefore, it is important to examine whether
the school has proper structures in place to meet this goal. The recorded responses demonstrate
that QBSG delivers on this objective. In particular, some of the respondents talked about how the
school prepared them for college by providing information that familiarize them with the
different finance sectors and even helped them to improve their English skills. Accordingly,
students from the institution get higher grades than their peers and find college courses easier.
Students mentioned many activities that had a great role in developing their personality,
identifying their tendencies, and providing them with the necessary experience to work in the
economic field. Among these exercises were workshops and lectures from experts, visits to
several banks, and meetings with successful female entrepreneurs. For example, Participant 13
noted, “The curriculum helped me be familiar with the different sectors and jobs in order to
decide what I want and whether I want to field training pursue a career in finance or change the
major.” The respondents also talked about how teachers were extremely supportive and
cooperative. Additionally, effective teaching methods, such as role-play and simulation rooms,
had a major role in the academic and professional achievements of the students. Thus, the
responses show that, indeed, QBSG ensures that its students grow academically.
Overall, QBSG invests in ensuring professional, personal, and academic development of
its students. Additionally, it strives to enhance employment skills of the learners so as to make
them employable upon their graduation. It is, therefore, important to check whether the school
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meets these goals. All the received responses demonstrate this to be the case and, thereby, show
that QBSG graduates are equipped with the tools they require to succeed academically,
professionally, and personally.
Summary of Organization Findings
This section highlights the organizational attributes that enable QBSG to contribute to the
personal and professional development of its students. In particular, it indicates that the school
boosts the confidence of its students, which enables them to overcome obstacles such as the fear
of public speaking. Additionally, the teachers and teaching methods at the institution play a
significant role in the growth and development of its students. Two assumed influences were
determined in this case, and both were confirmed by the responses: the school already provides
effective career guidance and support to its students and it follows a teaching curriculum that
gives effective experiences to learners.
Conclusion
Overall, the interviews established that QBSG satisfies some of the pressing needs, in
terms of knowledge, motivation, and organization, that are crucial for students’ success in the
banking and finance industry. Table 11 provides a summary of the gap component, assumed
influences, and whether the responses demonstrated them. In the end, one influence was partially
demonstrated, meaning that the evidence was split about whether the school provides it fully. On
the other hand, six themes were demonstrated fully by the responses as QBSG already supports
them.

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Table 11
Summary of Themes and Validation
Gap analysis
component
Assumed influence Confirmation status
Knowledge Alumnae’s knowledge about career opportunities in the
business and banking sectors such as retail, insurance, and
finance
Partially
Demonstrated
Alumnae’s knowledge of how to implement the facts and
concepts through different types of instructional practices
implemented in the business and banking sectors such as
retail, insurance, and finance.
Demonstrated
Alumnae’s ability to self-reflect about the appropriateness of a
business career given their areas of strength
Demonstrated
Motivational Alumnae’s value for pursuing a profession in the banking and
business industry.
Demonstrated
Alumnae’s self-efficacy to pursue a profession in the banking
and business industry
Demonstrated
Organization Teachers provide effective career guidance and support. Demonstrated
The school provides the students with effective experiences via
the simulation rooms and real-world experiences.
Demonstrated

These findings form the foundation of Chapter 5, which will propose various
recommendations regarding how QBSG should enhance its impact on its students. Specifically,
Chapter 5 will focus on answering research question 2: What are the recommended solutions to
support successful employment in the banking, business, and finance sector for QBSG
graduates? In doing so, it will also provide answers to research question 1: What do QBSG
graduates need, in terms of knowledge, motivation, and organization, in order to be prepared for
success in business and finance programs at universities, and to secure employment
opportunities in the banking and finance sector?

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Chapter Five: Discussion and Conclusions
This chapter presents a critical evaluation of the study findings and determines their
implications for theory and practice. This study was designed to investigate two key aspects: the
success of QBSG students upon enrollment in business and finance programs at the university
level and whether the organizational goal of having 5% to 10% QBSG students effectively
secure employment within the banking sector has been achieved. The research method employed
was primary interviews, whereby alumnae of the school were the target respondents.
The two questions that guided this study were as follows:
1. What do QBSG graduates need, in terms of knowledge, motivation, and organization, in
order to be prepared for success in business and finance programs at universities, and to
secure employment opportunities in the banking and finance sector?
2. What are the recommended solutions to support successful employment in the banking,
business, and finance sector for QBSG graduates?
Summary of Findings
Business subjects encompass an understanding of a wide range of concepts and
programs. QBSG’s program is highly specialized and interdisciplinary and it is delivered through
modules that are both theoretical and practical by nature. This dissertation focused on the level of
success attained by Qatari girls at the high school and undergraduate levels of study. The study
findings suggest that QBSG alumnae who proceed to universities do so after gaining
foundational knowledge in their areas of specialization. This achievement is the direct result of
QBSG’s influence, where students focus on areas that match their interests and gain significant
professional development. In general, the study demonstrates that QBSG’s emphasis on practical
application of theory, critical analysis of case studies, problem-solving assignments, and
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internships and placement initiatives enhances the self-confidence and skills of its students, who
then become better prepared for the professional landscape than their counterparts from other
schools. The section below highlights key findings from the results and is arranged according to
the assumed knowledge, motivation, and organizational influences.
Knowledge Influence
Overall, the respondents demonstrated that they gained valuable knowledge and business
skills. The study found three knowledge influences, as summarized in Table 12. These
knowledge influences were (1) alumnae’s knowledge about career opportunities in the business
and banking sectors such as retail, insurance, and finance, (2) alumnae’s knowledge of how to
implement facts and concepts through different types of instructional practices implemented on
the business and banking sectors such as retail, insurance, and finance, and (3) alumnae’s ability
to self-reflect about the appropriateness of a business career given their areas of strength. Two of
the influences were demonstrated by the responses, while one was partially demonstrated (see
Table 12). These findings confirmed that business knowledge was an important strategic asset
encompassing diverse skills, experiences, capabilities, and expert insights.

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Table 12
Summary of Assumed Knowledge Influence Findings
Assumed knowledge influence Demonstrated Partially
demonstrated
Alumnae’s knowledge about career opportunities in the
business and banking sectors
√
Alumnae’s knowledge of how to implement facts and
concepts through different types of instructional
practices implemented in the business and banking
sectors.
√
Alumnae’s ability to self-reflect about the
appropriateness of a business career given their areas of
strength
√

There are at least two ways through which QBSG students gain the aforementioned
knowledge influences. First, the school exposes its students to various opportunities and, second,
it helps them to achieve a sense of purpose to achieve the desired state. In particular, most
respondents stated that they have significant opportunities in the business and finance fields and
that QBSG provides an environment in which they align their goals, preferences, and capabilities
to their careers. However, in some instances, some of students made career choices based on
fleeting factors such as intrinsic interests or the country’s demand for professionals in the
relevant sectors. It is for this reason that the first knowledge assumed influence in Table 12
above was partially demonstrated by the respondents. The second and third assumed knowledge
influences in the table were both fully demonstrated by the students as there was sufficient
evidence that QBSG implements them. For example, the second knowledge influence of interest
was whether alumnae learn how to utilize the facts and concepts through different types of
instructional practices implemented in the business and banking sectors such as retail, insurance,
and finance. All alumnae conveyed a clear sense of their goals, in the sense that each knew what
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they wanted to pursue in their field of interest. Therefore, the findings partially supported that
QBSG plays a significant role in imparting career and professional knowledge to its students.
Motivation Influence
Motivation was also identified as one of the success factors influencing banking and
financial services students in Qatar. There were two assumed motivational influences in this
case, and both were demonstrated by the respondents (see Table 13). First, this study checked
whether the school’s alumnae see any value in pursuing a profession in the banking and business
industry. In particular, it was important to determine if the students have a positive outlook
regarding their ability to succeed in their future roles. This section of the study was based on the
utility-value theorem, which, according to Wigfield and Gladstone (2019), explains why
someone would complete an activity even if they do not enjoy the task. Therefore, in this case, it
was important to establish whether QBSG motivates its students to succeed in given tasks while
at the school. The respondents showed that this motivation arose from the potential gains of a
particular exercise, for example, whether these pursuits could result in their professional
development, personal growth, or better academic outcomes. These potential gains boosted the
students’ confidence, thus, enabling them to overcome various obstacles such as the fear of
public speaking. Overall, the results show that the school encourages learners to believe in their
ability to succeed in the two sectors.

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Table 13
Summary of Assumed Motivation Influence Findings
Assumed motivational influence Demonstrated
Alumnae’s valuing of pursuing a profession in the banking and
business industry.
√
Alumnae’s self-efficacy to pursue a profession in the banking
and business industry.
√

Second, the study investigated QBSG’s alumnae self-efficacy to pursue a profession in
the banking and business sector. Under this assumed influence, it was important to establish
whether the learners were better prepared for the professional sector as compared to their
colleagues from regular schools. The respondents all confirmed this assumption. In particular,
teachers and the teaching methods at the institution play a significant role in the growth and
development of the students. QBSG provides hands-on and practical training on the workings of
financial institutions, unlike regular schools. In contrast, students from the latter institutions rely
mostly on theoretical methods to inform their understanding. Consequently, these learners are ill-
prepared both for higher education and professional sectors. Additionally, it was established that
regular school students choose their academic majors without a clear reason, which implies that
they have yet to discover their strengths and weaknesses. This gap, in turn, affects their ability to
consciously select an appropriate course at the university level. QBSG, therefore, does a better
job of preparing its students for the professional field.
Organizational Influence
The study further examined QBSG’s environment and practices and the extent to which
the two influenced the success of its students. There were two assumed influences in this case:
whether teachers provide effective career guidance and support and if QBSQ provides the
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students with effective experiences via the simulation rooms and real-world experiences. Table
14 shows a summary of the assumed influences and their confirmation status. As highlighted in
the table, both points were demonstrated by the responses, meaning that QBSG already supports
the influences fully.

Table 14
Summary of Assumed Motivation Influence Findings
Assumed organization influence Demonstrated
Teachers provide effective career guidance and support √
The school provides the students with effective experiences via the
simulation rooms and real-world experiences.

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Interpretation and Discussion of Findings
Student Needs
It is clear that QBSG students are more likely to succeed in business and financial
services programs and secure appropriate employment when certain knowledge, motivational
and organizational needs are met. Nonetheless, this study demonstrates that acquiring the
knowledge that is characteristic of a business and finance course has been problematic for
students for several reasons. Pyrko and Howick (2019), who identified five potential reasons
why acquiring knowledge can be a challenge to many students, support this assertion. First,
experts consider their knowledge to be very valuable and are, therefore, reluctant to share it.
Second, expert knowledge is often difficult to comprehend without understanding the context.
Third, experts attach huge value to their knowledge and rarely devote more time to the
knowledge acquisition process. Fourth, relevant knowledge is held by numerous experts. In this
case, the knowledge must be merged to make sense. Fifth, knowledge can sometimes be highly
subjective and debatable. In this regard, students must possess critical analysis skills to benefit
from any shared knowledge.
Based on the participants’ responses, acquiring knowledge of business and financial
services is complex and difficult. According to Abdel-Moneim (2020), knowledge is defined as
“the individual ability to draw distinctions within a collective domain of action, based on an
appreciation of context or theory, or both.” The definition shows that knowledge is context-
sensitive and can only be improved upon when people become more competent and understand
the circumstances of their learning and practices. This means that students will become better
when they go for practical lessons such as work placement and attachment in the banking or
financial services sector. Banking and financial management theories can only be understood in
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broad terms (Patton, 2017). Furthermore, knowledge is personal and hugely influenced by its
tacit component. Since the majority of the knowledge is inherently tacit, knowledge acquisition
is not wholly based on the subject of reference. Instead, knowledge is represented in the form of
relevant and important aspects of people’s thoughts regarding a specific problem.
The research confirmed that the students need skills and knowledge that will help them to
improvise and innovate. The knowledge should also consider the well-being of these students
and their career progress. Also, the course program should prioritize professional development
and growth. These findings are consistent with those of several past studies. For instance, one
study identified a willingness to experiment, an aptitude for problem-solving, an ability to
prioritize, and a belief in continued learning as core elements of success in the business world.
Pyrko and Howick (2019) explained that in busy professional settings, there will always be
sufficient space for sustained professional relationships. A good professional setting should
create loose and more temporal social structures that are feasible and consistent with the learning
objectives. The learning setting should offer opportunities to address real-life problems within
the professional context and assist in facilitating appropriate tools and techniques (Wong et al.,
2020). A person pursuing a career in business should always be ready to experiment with new
ideas, methods, and technologies which can make their work more effective. Being innovative
will help the students to keep their skills fresh and enhance their level of motivation.
The study indicated that the business course should help students improve their aptitude
for problem-solving. The learners should be prepared to become persistent and enhance their grit
to face different problems in the field. They should be flexible, capable of providing different
solutions to problems, and reluctant to give up. Furthermore, teachers should help students to
navigate an environment in constant flux. The study found that prioritization was a major issue
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for the students who participated in the study (Patton, 2017). The students were not agile in their
thinking and sometimes failed to grasp the changing needs of the market. Schools should help
students who experience difficulties with prioritizing and managing their budgets. Additionally,
the students did not possess a strong belief in continued learning. Teachers and students should
work together in acquiring the skills and knowledge that they need to be effective.
In terms of organizational factors, success in business and financial courses depends on
the availability of appropriate facilities and teacher support. The majority of the respondents
revealed that their teachers, who were readily available support for consultation, were a key
pillar of their success. This finding is in line with Qatar’s education policy that prioritizes the
development of learner-centered classrooms with improved facilities. In addition, Nasser (2017)
indicated that teachers who are better prepared and trained according to internationally
benchmarked standards will be hugely beneficial to students.
The results show that teachers have a significant role to play in ensuring that Qatar closes
the gender imbalance in the country’s banking and financial sectors. In particular, most of the
respondents attribute their confidence and belief in their ability to succeed in these sectors to the
guidance and lessons they received from their teachers at QBSG. Thus, Qatar should ensure that
it trains educators who can meet these student needs. For example, Patton (2017) highlights that
training teachers on gender diversity enhances their understanding of learners’ issues and enables
them to respond appropriately. Presently, Qatar’s education reforms focus on financing private
education providers and ensuring that teachers are motivated and prepared to undertake their
duties effectively. However, one of the challenges faced by vocational institutions, particularly
QBSG, is that most of the teaching staff are not trained educators but domain experts from
various fields; thus, they receive their teaching training on the job. Consequently, school
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administrations should allow teachers to pursue further education opportunities to enhance their
teaching skills and capabilities, which must also include accountability for the wellbeing of their
students, both presently and in the future.
The responses also showed that exam results among female students were important in
determining their readiness to participate effectively in learning activities. While there are
several other assessment procedures, the research showed that exam scores are vital for teaching
and learning. In this study, it was noted that QBSG assesses the performance of its students
through several ways, including formal examinations. This way, it can gain a wholesome view of
the development of a learner, which is not possible through the administration of tests only. For
example, one is assessed based on their performance in public speaking activities; a majority of
the respondents stated that such exercises improved their confidence and oratory skills
significantly. However, it is important to note that such evaluations are not standardized, which
can result in a lack of accountability from teachers for the performance of their students. As
Wong et al. (2020) indicate, effective assessment strategies must target the educational process,
developmental reasons, and education outcomes. Therefore, QBSG should look for ways to
formalize its testing schemes, even as it seeks to undertake both formative and summative
assessments of its students’ performance.
This research brings to focus QBSG’s successes in improving the issue of low female
representation in Qatar’s banking and financial sector. One of the contributors to this state is the
structure of the education system, which, typically, emphasizes theoretical rather than practical
studies. Thus, banks, schools, and students should develop a collaborative relationship to
increase the number of females who are interested in and who work in the banking and business
sectors in Qatar. For example, QBSG and similar schools should organize workshops and video
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conferences facilitated by working professionals from whom students can learn. These sessions
can facilitate a great deal of informal learning. Nasser (2017) argues that organizational support
for learning also encompasses leadership and initiatives to improve the education systems. In this
regard, QBSG should be at the forefront in implementing various reforms. For instance, it should
offer additional organizational or leadership support to promising students, which can assist them
to achieve the professional development goals and participate effectively in the workforce and
their communities. Nonetheless, QBSG cannot achieve these objectives on its own. Going
forward, it also needs more support from other institutions and stakeholders in the business and
finance sector to provide much-needed jobs and internship opportunities to its students. This
way, the learners can know the intricacies of a career choice before they enroll in a particular
course at the college level. Overall, the findings demonstrate that much work is still needed to
empower girls with the required skills, knowledge, and confidence to succeed in the banking and
business fields.
Solutions to Address the Female Representation in the Qatar Finance and Banking Sector
Based on the findings, various recommendations can be proposed to ensure that QBSG
enhances the employability of its students. These suggestions can be grouped around four key
themes: professional development, personal development, employment skills, and academic
development. Table 15 provides a summary of these recommendations.

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Table 15
High-Level Summary of Study Recommendations
Solution Implementation Approach
Professional development Female students should engage in different professional
development programs to enhance their confidence to gain and
practice the skills required to succeed in Qatar’s business and
finance sector.
Personal development Institutions should focus on enhancing the self-awareness of
female learners.
Employment skills Some of the skills needed by female graduates include
interpersonal relationships, communications, reliability,
dependability, and the willingness to learn.
Academic development A school should ensure that its students gain the academic
credentials that can assist them to work with others and build
successful careers.

Study Recommendations
Professional Development
The results show that it is important to enable female students to engage in different
professional development programs to enhance their confidence to amass and practice the core
skills required to succeed in Qatar’s business and finance sector. Most of the respondents
indicated that their enrollment in QBSG helped them to grow professionally as they discovered
their interests while at the school. The students also reported that the institution enhanced their
familiarity with the work environment, which allowed them to form a comprehensive and clear
picture of the professional setting. According to Abdel-Moneim (2020), professional
development includes all training, certifications, and education that a person needs to be
successful in their career. Different jobs require varied sets of skills that a person needs to meet
the emerging demands of the workplace. In line with this argument, Participant 1 stated that
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“they taught us every single detail. They treated us like real employees and taught us about every
situation that happens in a company.” This statement indicates that professional development
encompasses theoretical and practical knowledge; hence, efforts should be made to ensure that
female students across the country attend various external training programs and job attachments
to expand their skills and enhance their chances of succeeding in their fields of work.
Indeed, the respondents reported a relationship between familiarity with the work
environment and an ability to define one’s career preferences. For example, Participant 5 stated
that QBSG’s field training opportunities helped them to form a clear vision about their preferred
career paths. Consequently, some of the respondents decided to pursue entrepreneurship yet
others settled on to work in banks or specific organizations due to the exposure they received in
different career areas. Therefore, school programs should enable students to identify the specific
capacities that they need to improve. This way, the learners can graduate after gaining the
expertise and experience needed to contribute to the success of their organizations. Various
studies confirm that professional development schemes are beneficial even to individuals in the
workforce. For instance, Ng (2010) confirmed that professional development opens doors for
new opportunities for employees. Nasser (2017) further established that employees facing
difficulties in getting workplace promotions can overcome such hurdles by participating in
professional development initiatives through which they can sharpen their skills (Nasser, 2017).
Therefore, professional development programs can enhance the ability of Qatari female students
to enter and succeed in the business and finance sectors considerably.
Personal Development
The responses highlighted the fact that QBSG and other like-minded institutions should
also offer personal development programs as part of the curriculum for female students. Personal
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development involves growing non-technical or domain-specific skills but are important for one
to communicate and relate with other people. These abilities also enable a person to lead a
fulfilling life at the personal level. Some of the related skills include communication and
problem-solving capacities, organization, self-confidence, integrity, work ethic, leadership, and
adaptability. Pyrko and Howick (2019) indicate that for a person to become more effective at
their workplaces and realize their full potential, they should set personal goals and strive to
realize them. The study revealed that QBSG enabled its students to develop their personal skills
significantly. Some of the respondents indicated that the presentation and communication
abilities nurtured at the institution improved their self-confidence, ability to work with people,
and capacity to speak in front of an audience. Thus, the school endows its students with some of
the strengths that they need to succeed both personally and professionally.
Qatari institutions that seek to address the gender gap in the country’s banking and
business sectors should, thus, include personal development courses as part of their curriculum.
One of the areas that such programs can target is self-awareness, which is a core part of personal
development according to Nasser (2017). As Participant 4 explained, QBSB provides an
environment that helps one “to understand your actions and maximize your potential. It gets you
thinking about what makes you unique, what your strengths and weaknesses are, and helps you
identify what your goals and aspirations are.” Accordingly, Nasser (2017) argued that a person is
more capable of charting their life path once they understand themselves. Self-awareness also
enables people to become more goal-oriented; thus, they can focus on activities that are aligned
to their career objectives. Therefore, a key pillar of any personal development program should be
self-awareness.
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Such schemes should ensure that they assess the corresponding abilities of students
consistently to ensure that, indeed, knowledge transfer is happening. Participant 3 explained that
“I need to assess myself where I am in relation to where I want to be. The system should help me
in fulfilling both my personal and professional goals.” Many respondents concurred that an
appropriate evaluation method would play an important role in the attainment of their personal
goals. Pyrko and Howick (2019) support this stance and propose an appropriate evaluation
method for these learners. According to the researchers, a successful evaluation scheme should
examine what a program teaches and how lessons are delivered. The authors criticize existing
evaluation approaches as being embedded with differing assumptions, values, priorities, and
premises. Furthermore, Wong, Keng, and Tan (2020) state that whereas these strategies can
determine student capabilities effectively, they sometimes fail to account for whether students
make sense of lessons learned. Thus, QBSG and other schools should adopt a comprehensive
pedagogical evaluation plan that can help students to critically assess theories and formulate
working solutions to real-world problems.
Employment Skills
Female students should possess various desirable skills to be gainfully employed in the
banking and financial sector. Ng (2010) notes that employers often look beyond qualifications
and experience to find the most appropriate employee. The author further explains that education
and experience only make one eligible to apply for a job: to succeed in some roles, people need
to develop other skills outside typical qualifications. Specifically, employees today need to
develop soft skills that can enhance their employability. In this study, the respondents reported
various competencies that they developed while at QBSG, such as dealing with interviews and
writing effective curriculum vitae (CVs). These findings validate the work that QBSG does to
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prepare its students for the challenging workplace. They also highlight the key areas that schools
and other institutions and Qatar should focus on to increase the number of females in the
country’s banking and business sectors.
A program that seeks to enhance the employment skills of females who seek to work in
Qatar’s banking and business sectors should teach a wide range of competencies. Some of the
most important employability skills include interpersonal relationships, communications,
reliability, dependability, and the willingness to learn. These skills should be observable during
the hiring process: the interviewee should express themselves clearly and show that they can get
along with other people within an organization. Nasser (2017) adds that well-honed interpersonal
skills help people to empathize and build rapport with their colleagues and, in such a way, they
build a positive and less stressful working environment. However, these abilities are not easy to
teach (Pyrko & Howick, 2019). Therefore, teachers and experts should structure and deliver the
appropriate lessons effectively if they are to make an impact on the lives of young girls who wish
to work in the Qatari finance and business sectors.
Academic Development
In this study, the respondents stressed that QBSG prepared them for higher education by
providing appropriate information, increased their familiarity with the various sectors under their
area of study, and improved their English abilities. Indeed, QBSG implements a curriculum that
builds the social, emotional, and academic abilities of its students. This structure can be emulated
by other institutions around the country to achieve gender parity in the nation’s banking and
business sectors. Students mentioned many activities that played a role in developing their
personalities and assisted them to identify their interests and gain the necessary experience to
work in the fields. Among these undertakings were workshops and lectures from experts, visits
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to banks and other workplaces, and meetings with female entrepreneurs. The respondents also
talked about how the school’s teachers were supportive and cooperative. Additionally, effective
teaching methods, such as role-play and simulation rooms, had a major role in the academic and
professional achievements of the students. Therefore, to improve female representation in the
banking and financial sector, the education system should ensure the emotional, social, and
academic development of female students. Teachers should also have more professional
development training to enhance their ability to provide the required levels of support.
Educational institutions should also acquire more cooperation from businesses in the finance and
banking sectors to give students hands-on training in the areas that the learners want to pursue at
the university.
Implications for Practice
The dissertation highlights the value of organizational support toward the achievement of
greater female graduate representation in the sectors of interest. For instance, schools and
teachers should consider themselves as the centers of accountability and responsibility for the
success of students. Thus, they need to assess the performance of learners not only in terms of
academic competence but also the level of practical skills gained. Consequently, institutions
include within the curriculum events such as workshops and seminars where students can make
presentations on various topics. Students should also be encouraged and enabled to pursue
workplace attachments and internships that will provide them with the experience and
knowledge required to make informed decisions regarding their career paths. There are several
practices from QBSG that can be emulated to achieve these goals.
Importantly, schools and education systems should note that it is not just examinations
that determine whether a student will have outstanding learning outcomes. As this study has
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shown, it takes more than passing of tests to prepare one for the professional setting. At QBSG,
learners fill a form at admission that shows their preferred learning styles alongside their
preferences and hobbies. With this information, the school and teachers tailor the student’s
learning experience and activities to give the student a wholesome education. Additionally,
QBSG strives to relate most of the taught lessons to real life experiences both inside and outside
the school environment through simulation rooms. This way, the school provides three features
at the same time: project-based learning where students can relate what they learn with real-life
situations; a highly motivated environment in which students feel that they are supported in the
decision they make; and a competitive space in which participants can learn the value of
teamwork and out-of-the-box thinking to score points. In sum, educational institutions should
adopt structures and systems that promote not only the academic development of their students
but also their soft skills as well.
The study findings also reveal two key areas of improvement for QBSG. First, the school
should readjust its education success metrics beyond the number of its alumnae who proceed into
employment. In particular, a school should not simply educate its students with employability in
mind but it should seek to empower learners with the skills that they need to triumph both
personally and professionally. These students should also look beyond themselves and have a
positive impact in their communities. Hence, QBSG should consider additional factors such
entrepreneurship and influence in the community as success criteria. Additionally, the school
should establish structures that can ensure that it, indeed, grows the professional, personal,
employability, and academic capabilities of its students. Such initiatives require collaboration
with multiple stakeholders and should be given a priority by QBSG.

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Implications for Policy
While the findings confirmed a low representation of female graduates in Qatar’s banking
and financial sector, it highlighted one key policy issue that Qatar should address to achieve a
greater representation of female students in that sector. Importantly, Qatar should increase the
number of its children who enroll in vocational education institutions. So far, QBSG has
admitted less than 60 female students annually from 2015 to 2020. In turn, this study could only
enroll 14 participants who are alumnae of the school. Thus, whereas their responses suffice for
this study, more numbers are needed to inform a generalized conclusion regarding the status of
female education in Qatar and the work that should be done to address the gender disparity in the
country’s banking and business sectors. Thus, a policy to raise the number of learners who enroll
in vocational institutions could benefit QBSG, which faces difficulties in achieving its goal of
empowering more Qataris with the skills needed to gain meaningful employment in the nation’s
public and private sectors without a pipeline of girls to educate. Therefore, hopefully, more girls
will enter the school should the country mandate that more of its students should be educated in
vocational institutions. This policy can be evaluated against seven metrics: cost-effectiveness,
sustainability, political feasibility, organizational feasibility, social and cultural feasibility, and
equity.
The first criterion against which the proposed policy should be evaluated is its cost
effectiveness. Rice (1997) defines such an examination as “integrating information on the costs
and effects of various alternatives to identify the option that most efficiently utilizes limited
resources to produce a particular outcome” (p. 309). This technique evaluates the relative costs
of two or more courses of action against their outcomes and is useful when the results cannot be
easily monetized. In this case, Qatar should ascertain that the move to implement the new policy
107

is not more expensive than alternative options that it can use to ensure that more females join and
participate in its workforce.
Second, not every program is likely to remain relevant in the long term; hence, the
sustainability of the proposed policy should be evaluated. According to Ceptureanu et al. (2018),
sustainability is a multifaceted concept and can be described as “whether or not something
continues to work over time” (p. 2). In other words, a program that is beneficial today but
harmful tomorrow cannot be said to be sustainable. The authors further state that sustainability
lies in ensuring that an activity, or its subcomponents, should possess continuity. Thus, there is
no need to enact a policy whose implementation can be challenged readily, thereby resulting in
its rejection. As such, it is important to examine whether the proposed solution in this case is
sustainable; that is, it has a high likelihood of being in force years after its creation.
Third, the political environment in which a policy is to be implemented should also be
examined to determine the suitability of the scheme. Political feasibility measures the degree to
which an action or exercise is in agreement with the prevailing political sentiment in a
jurisdiction. Thus, an initiative that is out of touch with the political mood of a nation is unlikely
to be accepted. Further, Galston (2006) explains that the self-interest of the public is one of the
most significant drivers of politics. For this reason, any policy, even the proposed one, that does
not gain the favor of the general population is likely to be infeasible in the long-term. Therefore,
the perception of Qataris towards the move to increase the number of students who enroll in
vocational institutions should be measured to ensure that they support this scheme.
Closely related to political feasibility is social and cultural feasibility since the laws of a
country often mirrors the beliefs of its people. Therefore, any initiative should not conflict with
the predominant social and cultural norms of a community. For instance, Qatar is a religious
108

country and many of the liberties and privileges enjoyed by its citizens are guided by the
teachings of Islam. The proposed policy must be situated within this background; otherwise, it
will fail if it departs vastly from accepted norms.
The proposed policy should also be assessed for organizational feasibility. According to
Berry (2017), an initiative is organizationally feasible if a given establishment possesses required
management and non-financial resources to implement the scheme. First, an entity’s
management should have the capacity to deliver a program successfully or risk a failed
execution. Second, an entity should also have sufficient non-financial muscle to implement a
given program. For instance, some projects tend to fail because of lack of support from a
company’s top leadership. Therefore, before enacting the new policy, Qatar should ensure that its
educational institutions are ready for the proposed changes.
Finally, the policy should be measured according to whether it will ensure equity in the
education and employment sectors. According to Putnam-Walkerly and Russell (2016), equity
denotes the ability of everyone to access what they need to survive or succeed, for example,
opportunities, networks, and support structures. Therefore, an initiative should not favor one
group and disadvantage another. For example, the proposed policy should ensure that the number
of males and females enrolled in specialized secondary schools in Qatar is representative of their
number in the general population. As the given case study determined, even though males
comprise 95.4% of the students in Qatar’s vocational education systems, the proposed scheme
should not appear to punish boys at the expense of girls in the delivery of specialized
education; if not, it will no longer be championing for equity.

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Evaluation
Besides the above-mentioned measures, QBSG should implement a structured
mentorship program to ensure the professional, personal, and academic development of its
students. Lessons within the program should be delivered by working professionals to help the
learners map what they learn within the classroom setting and what the experts practice in their
workplaces. QBSG should appraise this scheme consistently to ensure that the school meets its
goals through the arrangement. Table 16 shows the evaluation plan that the institution can utilize
towards this end. This scheme is developed from the Kirkpatrick’s evaluation model, which is
one of the most widely used frameworks for appraising learning and training programs. The
model has four levels: reaction, learning, transfer, and impact (see Table 16).
The four levels in Kirkpatrick’s evaluation model serve different functions. Level One,
Reaction, measures how students respond to a program (Miller, 2018). Favorable reactions, in
most cases, tend to help students gain interest in a subject. However, such positive responses do
not, by themselves, guarantee that learning has occurred. Hence, Level Two, Learning, examines
what students have learned within a program (Miller, 2018). In this stage, the original objectives
are checked and whether they have been met. Subsequently, Level Three of the model assesses
whether these lessons result in a change in behavior. Thus, it determines whether students apply
their newly-acquired knowledge to an area of practice (Miller, 2018). Lastly, Level Four
demonstrates the ultimate success of the program of interest. In this stage, the final results of the
training program are evaluated. Thus, using this model, it will be possible to conclude that
QBSG, through the mentorship program, indeed actively promotes the number of women in
Qatar’s banking and business sector.
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Table 16
Evaluation Plan
Levels Evaluation Plan
Level 1: Reaction Observing engagement levels of students during lessons.
Post-session feedback forms to gauge whether students and mentors are
satisfied with a class.
The retention rate of mentors and students during the course of the
program.
Participants’ reviews of the program as received through testimonials
and social media posts.
Level 2: Learning Pre-, mid-, and post-implementation surveys to check students’
understanding of concepts before they join the program, as they
undertake lessons, and after completing the assigned curriculum.
Focus group discussions to assess comprehension of covered concepts.
Level 3: Transfer Post-implementation competitions to demonstrate the lessons learned.
Level 4: Impact Evidence of the number of QBSG students who transition to universities
offering business and finance degrees.
The number of QBSG students who apply for and/ or receive full or
partial scholarships or grants.
Evidence of QBSG alumnae who start or actively participate in
programs that seek to enhance the skills of members of their
communities, whether within or outside the university environment.

Level 1: Reaction
Chapter Four’s findings show that QBSG should implement a structured mentorship
program that involves working professionals to enhance the personal and professional skills of
its students. Should the school adopt such a scheme, whether students find a lesson appropriate
to their needs or level of study can be measured through their responses during and after a
session. These reactions can be determined using in-class observations, whereby the engagement
111

levels of learners are examined, or through post-session feedback forms. Additionally, as Clark
and Estes (2002) state, “people who are positive and believe they are capable and effective will
achieve significantly more than those who are just as capable but tend to doubt their own
abilities” (p. 82). Thus, the retention rate of mentors and students should be measured to
determine their feelings towards the program. Finally, QBSG should collect and analyze
participant reviews of the program, which can be found through their testimonials and social
media posts.
Level 2: Learning
Students will undertake various lessons through the proposed mentorship program to
enhance their skills. One of the effective approaches to determine whether learning has, indeed,
occurred is through pre- and post-evaluation, whereby students will be required to complete a
survey before and after implementation of the program. A mid-implementation review is further
needed to determine and rectify any challenges before it is too late. Besides the surveys, mentors
and program organizers can hold focus group discussions regarding particular topics. This way,
the facilitators can determine that the students have internalized covered lessons.
Level 3: Transfer
Learning can be considered to have occurred successfully if students can apply given
lessons to solve various challenges. Thus, the program should include post-implementation
competitions to allow the mentees to actualize their knowledge. For example, the students can
participate in public speaking contests to build their confidence and they can complete guided
projects with mentors to showcase their skills. Such opportunities can provide valuable and
much-needed experience that can enhance the learners’ employability and innovativeness.

112

Level 4: Impact
The impact of QBSG’s activities can be measured in three key ways. The first and most
direct approach is by evaluating the number of students who transition to universities offering
business and finance degrees. The main goal of the school is to increase the representation of
females in the business and finance sectors of Qatar; hence, its efforts should directly contribute
towards this objective. Second, part of the mentorship program’s scholarship awareness pillar
will be to teach QBSG students how to apply for education scholarships and grants. The success
of this scheme can be obtained from the number of learners at the school who apply for and/ or
receive full or partial scholarships or grants. The impact of the initiative can also be
demonstrated whenever an alumnae of QBSG starts or actively participates in programs that seek
to enhance the skills of members of their communities, whether within or outside the university
environment. With the mentorship program and mandatory secondary school education plan in
place in Qatar, QBSG can see a substantial rise in the number of female graduates who join the
country’s banking and finance sectors.
Limitations
The primary goal of this study was to evaluate whether QBSG has been successful in
ensuring that its graduates excel in the business and finance sectors of Qatar. The school is the
only specialized institution in the country that focuses on female students and whose aim is to
reduce the gender gap in the nation’s labor force. However, the primary limitation of this paper
is the small sample size of respondents: only 14 former QBSG students participated in the study.
This fact is attributed to the low population of the school, which has enrolled less than 60 female
students annually from 2015 to 2020. Therefore, while the study sample is representative of the
institution’s population, it is not for Qatar’s entire population of graduates. As such, the findings
113

can be inadequate to predict the issues facing women in the country’s banking and finance
sectors.
Recommendations for Future Research
To address the above limitations, the researcher proposes a confirmatory factor analysis
(CFA) study to determine what female students actually need in order to succeed in academics
and in Qatar’s banking and financial sectors. According to Knekta et al. (2019), this approach
helps researchers to confirm the validity of identified relationships between survey items. It is
especially important in education studies in which some measures, such as motivation in this
research, are not directly observable. Additionally, one of the objectives of this paper was to
establish whether QBSG’s goal of ensuring that between 5 to 10% of its students should secure
employment within Qatar’s business and banking sectors. However, the aim of an education
system is not to generate workers but people who can contribute to their societies in various
ways. As a result, the success of QBSG’s efforts should be examined from a wider lens that
encompasses various metrics rather than simply the employability of its graduates. For example,
the impact of the students in their communities and their ability to win grants and scholarships
beyond those that fund their undergraduate studies are some of the factors that can be considered
going forward. Finally, QBGS’s alumnae only partially demonstrate knowledge about career
opportunities in the business and banking sectors. One of the causes of this mismatch is that this
domain falls outside the skills of the school’s teachers. Consequently, further studies can examine
whether providing more professional development courses for vocational teachers can, in turn,
influence the knowledge outcomes of their students.
Conclusion
This study had two main objectives: to examine the success of QBSG students upon
enrollment in Business and Finance programs at the university level and to determine whether
114

the organizational goals of having 5% to 10% of the school’s students effectively secure
employment within the banking sector has been achieved. In doing so, the research aimed at
answering two research questions:
1. What do QBSG graduates need, in terms of knowledge, motivation, and organization, in
order to be prepared for success in business and finance programs at universities, and to
secure employment opportunities in the banking and finance sector?
2. What are the recommended solutions to support successful employment in the banking,
business, and finance sector for QBSG graduates?
The issue of women underrepresentation in Qatar’s business and finance sectors has been
a significant problem in the country for years. Overall, while vocational education is valuable,
women in Qatar were unlikely to enjoy these benefits in the absence of a specialized school
dedicated to their needs. As a solution, QBSG was established with the primary goal of
educating female students for careers in these sectors. This study evaluated whether the school
has succeeded at this mission.
The study explored the literature on female students' interests, indicating that the
education system needs to address various emotional, academic, and knowledge needs of these
learners. The results of this study confirmed that while QBSG empowers its graduates with the
skills, knowledge, and experience they need to excel in their career fields of choice, much work
is still needed to achieve the overarching goal of addressing the gender imbalance in Qatar’s
banking and business industries.
The areas of improvement should focus on the student’s personal, professional, and
academic development. This dissertation recommends an umbrella solution to these areas: a
structured mentorship program offered in collaboration between QBSG and industry
115

professionals. These specialists can be in charge of delivering lessons within the program,
whereas QBSG provides the structure and support needed to run the scheme. The school should
further appraise the mentorship program using an established model such as the Kirkpatrick’s
evaluation model that has four evaluation levels: reaction, learning, transfer, and impact.
Additionally, this research proposes that Qatar should pass a policy to raise the number of
students who enroll in vocational institutions in the country. Doing so can both benefit the
learners and provide more respondents for future studies that seek to generalize this paper’s
findings. Relatedly, this study suggests future studies to determine the significance of every
factor that might affect female representation in Qatar’s banking and financial sector.
Additionally, the success of QBSG’s efforts should be examined from a wider lens that goes
beyond the employability of its students. At the same time, teachers should take professional
development courses and the outcomes of these learnings should be evaluated to establish
whether they impact the career knowledge demonstrated by the educators’ students.

116

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129

Appendix: Interview Protocol
KMO
Construct
KMO Influence Interview Question
K-F Alumnae’s knowledge about career
opportunities in the business and
banking sectors such as retail,
insurance, and finance
Are you currently enrolled in an
undergraduate finance program at a
university, working in the field or
working in a different field or enrolled
in a different program?
How would you describe your career
opportunities in the retail, insurance,
and finance sector considering the
knowledge you gained through
different instructional practices and
performance-based training in the
classrooms at QBSG?
Did your learning experiences at QBSG
prepare you for these career options?
If so, what experiences were most
useful?
Did the performance-based approaches
the teachers used in the classroom
enhance your ability to pursue your
profession?

K-F
Alumnae learn how to implement the
fact and concepts through different
types of instructional practices
implemented on the
business and banking sectors such as
retail, insurance, and finance
K-F Alumnae’s ability to self-reflect about
the appropriateness of a business
career given their areas of strength
MUV Alumnae’s value for pursuing a
profession in the banking and business
industry.
MSE Alumnae’s self-efficacy to pursue a
profession in the banking and business
industry.
MUV Alumnae’s value for pursuing a
profession in the banking and business
industry.
How confident do you feel about your
ability to succeed in your professional
career upon graduating from QBSG?
Did the curriculum taught in the school
provide any support for you in terms
of the professional career?
Probe: If so, what kinds of support?
OR Teachers provide effective career
guidance and support
Upon graduation from QBSG, could you
envision a career for yourself in
business or finance?
Do you believe you are competent and
capable of succeeding in these fields?
Why?
OR Teachers provide effective career
guidance and support
130

OPD The school provides the students with
effective experiences via the
simulation rooms and real-world
experiences.
When you reflect on your experiences at
school or during the internship
placements or at the simulation rooms,
what did you learn about careers in
business and banking? Can you
imagine what those careers would be
like for you? What experiences
helped you envision that future for
yourself?
OPD The school provides the students with
effective experiences via the simulation
rooms and real-world experiences.

K-F=Knowledge-Factual, MUV=Motivation Utility Value, O-CM=Cultural Models,
OR=Organizational Resources, MSE= Motivational Self Efficacy, OPR=Organizational
Professional Development, OC=Organizational Culture

Abstract (if available)

Abstract The Qatar Banking School for Girls (BBSG) was established in 2015 as part of the institutions that can help Qatar meet its National Vision 2030. One of the targets of this blueprint is to ensure that 50% of the country’s workforce should comprise Qataris by 2030, which is difficult to achieve unless more Qatari women join the nation’s workforce. Hence, the main objective of the school is to increase the female representation across the country’s male-dominated business, banking, and finance employment and education sectors. This study examines the efforts this institution with the aim of establishing whether it provides an environment that promotes the wholesome growth and development of its students. ❧ A gap analysis framework was used to determine any disparities that exist between QBSGs goals and its actual performance. The gap analysis model argues that three main factors may lead to these performance polarities: gaps in knowledge and skills, motivational challenges, and organizational barriers. This qualitative single case study recruited 14 recent alumnae from QBSG who are currently enrolled in various universities across Qatar to investigate: (i) the knowledge, motivational, and organizational needs of the school’s graduates to prepare them for success in both the university level and in their careers; and (ii) recommended solutions to support the needs found in (i). Data was collected using interviews conducted virtually due to the ongoing coronavirus epidemic. ❧ It was found that QBSG’s curriculum and teaching methods, practical application of theory, critical analysis of case studies, and problem-solving assignments, significantly enhance the confidence and skills of its students. Thus, they are better prepared for the professional field as compared to their counterparts from other schools. However, various gaps were still identified and the study recommends that QBSG should establish structures to enhance the employment skills of its students and to support the professional, personal, and academic development of the learners. These needs can be met through a structured mentorship program offered by the institution in collaboration with current professionals and organizations in Qatar’s business and finance sectors.

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Asset Metadata

Creator Al-Buenain, Dhabya Mohd (author)

Core Title Increasing female representation in the finance and banking sector in Qatar

School Rossier School of Education

Degree Doctor of Education

Degree Program Global Executive

Degree Conferral Date 2021-12

Publication Date 12/07/2021

Defense Date 08/27/2021

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag OAI-PMH Harvest,Qatar Banking Studies,Qatar Banking Studies and Business Administration Secondary School for Girls,QBS,QBSBASG,vocational education in Qatar

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Robison, Mark (committee chair), Hinga, Brina (committee member), Krop, Cathy (committee member)

Creator Email alrashid-dhabia@hotmail.com,dalbuena@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC18010014

Unique identifier UC18010014

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Rights Al-Buenain, Dhabya Mohd

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