Do research experience programs promote capacity building in Qatar: Investigating the trend and participation differences

Zubair Ahmad; Mohammad Ammar; Nitha Siby; Jolly Bhadra; Abdellatif Sellami; Noora J Al-Thani

doi:10.1016/j.heliyon.2023.e22071

Do research experience programs promote capacity building in Qatar: Investigating the trend and participation differences

Heliyon. 2023 Nov 4;9(11):e22071. doi: 10.1016/j.heliyon.2023.e22071. eCollection 2023 Nov.

Authors

Zubair Ahmad¹, Mohammad Ammar¹, Nitha Siby¹, Jolly Bhadra¹, Abdellatif Sellami², Noora J Al-Thani¹

Affiliations

¹ Qatar University Young Scientists Center (QUYSC), Qatar University, 2713, Doha, Qatar.
² College of Education, Qatar University, 2713, Doha, Qatar.

Abstract

Research Experience programs (REPs) inspire students to pursue advanced degrees and shape their research career paths. Government and commercial organizations sponsor REPs to promote the capacity building of the country. In Qatar, the national youth is reported to show concerning participation in Science, Technology, Engineering, and Mathematics (STEM) disciplines at the K-12 level. However, none of the studies investigate these participation trends at the undergraduate level, especially in scientific research, which is deemed necessary for building a knowledge-based economy in Qatar. Therefore, to bridge this gap, the current study uses a quantitative approach to analyze the REP in Qatar through the participation data of 2455 undergraduate students. For this, statistical measures, including descriptive analysis, independent samples t-test, and Pearson's correlation analysis were used. Results indicated concerning trends in national student participation rate, implying underlying issues restricting their representation in undergraduate research activities. Also, statistically significant differences were found in student participation rates among students' gender and ethnic distributions. While female students demonstrated higher participation rates than males, national students showed lower participation than the non-nationals. Moreover, this low participation of national students suffered more drastically in STEM disciplines. Therefore, these findings determine the outlook for stakeholders and academic institutions in making meaningful educational decisions and envision synchronizing REPs at the university level, gauging measures to bolster the adjacent funding agencies and government organizations. Furthermore, being the first research addressing REPs in the Middle East region, this study has the potential to support educators in neighboring and other developing nations where STEM education is especially significant for human capacity building.

Keywords: Middle east; STEM education; Sustainable development; Undergraduate research experience.