Evaluating key differences between higher education in the UK and the Middle East from a quality perspective with a view to enhancing education in Qatar
This research focuses on executing a comprehensive analysis of the difference that exist between the higher education system of the UK and the higher education system of Qatar. This comparative analysis has been executed with focus on the quality of education of both education systems and suggests improvements of the higher education system of Qatar. It identifies reasons and drivers of quality differences in higher education in the UK and Middle East having a major focus on Qatar. The research used a mixed approach to achieve the objectives of this research. Primary qualitative data has been collected using an interview questionnaire technique of faculty members from both countries, simultaneously with quantitative data collected by students through surveys from both countries; the United Kingdom and the Middle East. Given the implications for quality of higher education, this study assesses the quality of both higher education systems to identify implications for improving the higher education system in Qatar in particular, and in the Middle East in general. According to findings from interviews and the survey, several findings have been identified that relate to the research objectives of the study. It found that there were different reasons leading to differences in higher education in both countries. This study emphasizes the importance of engagement with students, teaching quality improvement, support for quality of the learning infrastructure, professional success and the implementation of monitoring and improvement of the higher education framework. The research demonstrated that institutional factors directly influence the quality of higher education systems in each and argues that the concept of quality of higher education in the United Kingdom is a central element of the university management process. Results indicate that higher education in Qatar requires extensive strategic planning to improve quality standards. Based on these findings, it was determined that higher education in Qatar needed different strategic planning and implementation approaches to improve quality services. There are limitations in most research and in this research the main limitations were those of time and aspects of data collection. These limitations resulted in restricting specific numbers of participants and secondary literature research. Educators and students both have busy schedule and can become difficult to respond to the questionnaire appropriately. In addition, with limited time, the researcher needed to limit the scope of secondary resources in order that the research work could be completed on time.
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