1. Introduction
Sustainable
development got deeply rooted in almost every single academic discipline, including
social sciences, the humanities, and higher education. The significance of the
role that higher education plays in facilitating the transition into
sustainable social and cultural modes cannot be overstated (Acosta Castellanos
& Queiruga-Dios, 2022; Lozano et al., 2013; Shephard, 2015; Wiek et al.,
2015). Aligned with that, the paper argues that higher education institutions
can- and should – have a vital role in their local communities’ transition
process into cultural and social sustainable development through applicable
strategies, most importantly producing credible research and educating
qualified graduates. The paper utilizes Qatar University as a case study to
examine the role and significance of higher education institutions in
triggering societal transformations that promote sustainable development goals
in local communities.
Arguably,
no other term has invoked so much debate as the term sustainability has,
be it in the context of public policies, media, environmental debates, or
academia (Kuhlman & Farrington, 2010; Salas-Zapata & Ortiz-Muñoz,
2019). The term “Sustainability” itself first emerged in the late seventeenth
century, yet its significance, context, and impact have recently reached
unprecedented levels. This diversification of perspectives and approaches has
so far made it impossible to agree on one single definition of the term. Jeremy
C. Caradonna, a professor of history, defines sustainability in a very broad
sense as “maintaining the human society over the long term.” According to this
definition, sustainability encompasses a wide range of activities, processes,
and policies – it can be applied to every single aspect of everyday life.
However, the traditional approach to sustainability often differentiates
between three different perspectives: Environmental, economic, and social.
Recently, a fourth approach has emerged focusing on sustainability from an
individual-centered and cultural perspective (Dillard et al., 2008; Kristensen
& Mosgaard, 2020; Seghezzo, 2009).
This
study analyzes and assesses the role of higher education institutions in
shaping a sustainability-oriented local society focusing on regenerative
cultural structures and adaptivity to the individual needs and resources of
students. Using Qatar University as a case study, the paper argues that higher
education institutions have the potential to play a central role in shaping a
sustainability-oriented local society and improving cultural and social
development. However, the extent of the institutions’ success in this mission
and the potential for improvements are still open for debate. During the past
decade, several academic studies have been done on education and sustainable
development from different perspectives; firstly, from an integrative
standpoint that seeks to find out ways to integrate sustainable development
measures in the curricula, research, and management of educational institutions
(Beringer & Adomßent, 2008; Figueiró & Raufflet, 2015; Tasdemir &
Gazo, 2020a). Secondly, the social involvement perspective, where studies focus
on the higher education’s responsibility and ability to promote positive social
change and human development (Tilbury, 2004, 2011; Žalėnienė &
Pereira, 2021). Thirdly, there is the economic perspective that deals with how
universities, through research, enhance the technological advancements and
economic wellbeing of societies (Aver et al., 2021; Daniela et al., 2018; Menon
& Suresh, 2020).
Meanwhile, the deployment of case studies and comparative
analysis have methodologically dominated the field in addition to performance
assessments, UN development goals, and green campus strategies (Al-Kuwari et
al., 2021; Angelaki et al., 2024; Barth, 2014; Tasdemir & Gazo, 2020b). This
mixed method study utilizes a multi-method approach to data collection,
incorporating an analysis of pivotal official documents, such as the Qatar
National Vision 2030 and the strategic plans of Qatar University. Additionally,
quantitative data from the Scopus database on Qatar University’s contributions
to research on Sustainable Development Goals (SDGs) will be analyzed. The study
will also employ content analysis to examine research projects, publications,
and relevant information on the Qatar University website, thereby enriching the
understanding of the subject matter.
In
addition to research, modern higher education institutions aim to prepare their
students to be productive members who contribute to their societies socially,
culturally, and economically. This objective is an essential ingredient in
creating sustainable societies. Though the visions are almost the same for all
higher education institutions, it is the strategies and methods that make the
difference (McCowan, 2019; Schneider & Preckel, 2017). Using Qatar University as a case study, this paper
addresses the following questions: To what extent do Qatar University’s
strategies align with the state’s strategic goals for sustainable development?
How does the University’s research contribute to social sustainability in
comparison to other dimensions of sustainability? Additionally, what measures
does Qatar University have in place to facilitate students’ transition into the
labor market, thereby maximizing the utilization of human capital for the benefit
of society?
2. Methods
This
study focuses on the logical systemization of the research process and
scientific approach while also employing an interpretive knowledge paradigm
lens. Using mixed research methods is a convenient tool in this concern
(Creswell, 2009).
The
nature of the study, the research question, the purpose of this study, and the
theoretical framework make descriptive analysis, supported by quantitative data,
a convenient approach. Since the study deploys the case study approach,
the first and one of the most important steps in the case study is defining the
case study that is under investigation by scientific inquiry, its boundaries,
limitations, and scope. The study deploys the bounded system case study. Both
time-framework and place are bound to Qatar University at the time being.
Mixed
method research typically relies on a variety of data collection methods, and
since the aim is to provide an in-depth, detailed description of complex social
and organizational relations and factors, the analysis should be grounded in
sufficient empirical data (Yin, 2014). This mixed
method study utilizes multiple sources, including document analysis of official
reports and strategic plans, content analysis of literature and data from Qatar
University’s website, and quantitative analysis of Qatar University’s SDG
contribution using the Scopus database.
Firstly,
an analysis of relevant documents has been conducted, including Qatar National
Vision 2030 and Qatar University’s strategic plans, in addition to official
data available on the University’s website. The focus has been on the
publications and projects of the Center for Sustainable Development and Career
Development Center. The reason behind the selection is that these two centers
are most relevant to the indicators: research promoting sustainable development
and labor market collaboration.
The
quantitative data in this study is collected through Elsevier/SCOPUS database
for SDGs contributions. Since 2018, Elsevier has initiated SDG search queries,
aiming to support both researchers and institutions in tracing and exhibiting
progress toward the SDG targets. Elsevier data science teams designed
measurement queries in collaboration with Times Higher Education (THE), aiming
to define SDG search queries for use in their University Impact Rankings by
SDGs. These queries were subjected thereafter to several rounds of review and
refinement. The final version was launched in 2022, where the Elsevier data
science teams deployed extensive keyword query building, and a predictive
machine learning element. This resulted in document mapping to SDGs with very
high precision. In 2023, SCOPUS launched a new evaluation function that maps Sustainable
Development Goals to a document by matching terms from a Scopus record against
search queries (Bedard-Vallee, 2023).
There
are two approaches to data analysis in case studies: holistic and embedded. The
holistic approach depends on a comprehensive analysis of the entire case. This
study employed embedded data analysis, which focused on analyzing certain
issues (key issues/ analysis of themes) and not the whole case. In this
concern, the analysis in this study will focus on Qatar University’s strategies
for promoting sustainable development as a key issue. Results from this case
study can, to some extent, be generalized beyond the case, especially to other
local universities in Qatar.
This
study aims to fill an important gap in the literature on the role of higher
education institutions in Qatar in promoting national objectives for
sustainable human development. However, it also has its limitations,
challenges, and ethical implications. Mixed-method case studies need special
attention to the systemization of information and method coordination to arrive
at sound conclusions. Sound inference and congruence between the research
questions, methodology, and findings are vital elements in this study, also as
a validation and reliability method.
On
the methodological front, defining a case study and providing a good
description of the context is not an easy task. It is vital to present a
clear-cut description of the case study, its scope, and its limitations at the outset.
3. Results
This
analysis has displayed a rising focus on sustainable development strategies as
a higher goal for the state of Qatar and education as a central pillar in
Qatar’s strategic development plans. In this concern, Qatar National Vision
2030 stated that “the state aspires to be a hub for scientific research and
intellectual endeavors” (General Secretariat for Development Planning, 2008).
The vision also connects education to human development, emphasizing the
significance of building modern educational institutions, efficient training,
and a good response to the needs of the local labor market through graduating
qualified students (General Secretariat for Development Planning, 2008).
Development is mentioned several times in the QNV-2030 about social, economic,
environmental, and human development. Meanwhile, “sustainability” is mentioned
in the document mostly in the context of economic development. Several
objectives and strategies are integral to sustainable development, especially
education and the labor market.
Established
in 1977, Qatar University stands as a pivotal institution within Qatar’s higher
education landscape, embodying the nation’s vision and aspirations for
sustainable development. The university serves over 34,000 students across
eleven colleges and 18 research centers, offering 50 bachelor’s degrees, 47
master’s degrees, and 6 doctoral programs (Qatar University, 2024). The
university has sought to reflect the national objectives of education and
sustainable human development. This paper evaluates two key aspects of the University’s
mission in promoting sustainable development: generating research on social
sustainability and facilitating students’ transition into the labor market.
Qatar
University initiated an ambitious development vision in 2003. Since 2006, the University
has issued long term strategic plans, the first one covered the period from 2006
to 2009, and the second strategic plan covered the period from 2010 to 2013.
These plans have mainly focused on elevating the quality of education and
research, supporting the overall policies of the State of Qatar in national
development and social prosperity (Qatar University, 2010). The strategic plan
for the period 2013-2016 lists sustainable human development as one of the
strategic objectives for Qatar University, aiming to elevate the prosperity of
the Qatari society. Additionally, the plan emphasized the environmental changes
as a serious challenge and stressed the significance of the institution’s
engagement in the cultural and social development of the local community (Qatar
University, 2013). The last three strategic plans of Qatar University, which
covered the periods from 2008 to 2013, 2013 to 2016,
and 2018 to 2023, reflect the overall national policies and strategies for
education and development.
The
last strategic plan issued in 2018 displays a higher focus on sustainable
development in several ways. The plan focuses on several axes, including
society, labor market and employment, high-quality research, as well as
innovation (Qatar University, 2018). The plan also systematically determines
the operational procedures to achieve the objectives, such as continuous
learning and engagement on campus, and updated academic programs. These
programs should be designed to reflect the labor market’s needs within the
frames of the overall vision to support the national development plans. Two of
the initiatives mentioned in this plan about community involvement were the
Qatar University Knowledge Group and the implementation of an efficient
integrated communication strategy (Qatar University, 2018; See also Qatar
University, 2014, 2015, 2017).
This analysis showed that on the strategic level, Qatar University’s
long-term visions, policies, and strategies enhance sustainable human
development through the focus on several axes: academic, administrative, and
social. The important question here is whether the procedures and practices
also comply with the visions and strategies – the next section will give
answers to this question. This paper examines the role of two primary research
centers at Qatar University that are relevant to the research question: The Center for Sustainable Development and the Career
Development Center.
The
Center for Sustainable Development at Qatar University states that its mission
is “to develop sustainable and integrated solutions which address many
contemporary and significant challenges posed by the rapid economic and
demographic changes of the State of Qatar” (Center for Sustainable Development,
2023). The objective is to conduct interdisciplinary and innovative research
that would enhance sustainable development, raising the quality of life in
Qatar. The focus research areas include renewable energy, food and water
security, natural resource governance, algal technologies, and waste management.
According to the center’s webpage, the center has human sustainable development
as one of its focus research areas, including but not limited to sustainability
transition, economic diversification and decarbonization, economic reforms and
incentives for efficient resource allocation, policy integration, and awareness
and public engagement (Center for Sustainable Development, 2023). Notably, the center
collaborates with local and international industrial and academic partners and
has a total of five projects funded by the industrial sector. This comes as a
reflection of the need for higher education institutions to engage with the
local community and labor market.
The
center has had a total of forty-nine research projects, among which five
projects were funded by the industrial sector. Most of the projects focus on
biotechnology and food, water, energy, and waste sustainability (FEWWS).
Additionally, the center has published a long list of academic works yearly.
Except for a few publications, the focus is largely on biotechnology and FEWWS.
For example, in 2023, the center published 29 academic works until June, which
overwhelmingly handled biotechnological research (Center for Sustainable
Development, 2023). The analysis of the center’s projects and publications
demonstrates a significant focus on biotechnology and FEWWS programs. However,
the University’s other research centers and faculties for social sciences and
humanities have produced significant research on sustainable human development,
as the quantitative data has shown.
The
following figure shows the results from the Scopus database on Qatar University’s contributions to the
implementation of SDGs in Qatar.
Fig.
1: Data retrieved from Scopus.com
Qatar
University has a total of 25,347 research documents on Scopus and 4,797
researchers. These documents were analyzed to assess their contributions to the
Sustainable Development Goals (SDGs). The results show that Qatar University
has a significant contribution to research on SDGs in Qatar (Figure 1).
However, the contributions to each SDG varied dramatically. Medical and health
research led the way with 4,695 research papers, while Peace, Justice, and
Strong Institutions (SDG 16) ranked last with only 317 documents (SCPOUS, 2024).
The University is making praiseworthy efforts for better progress in
implementing the human development-related SDGs.
The
second key element in this analysis is the University’s role in graduating
qualified students and meeting the needs of the local labor market for skilled
employees. There are two main indicators in this concern: first, the quality of
academic programs, and second, preparing the students for their professional
lives. Aligned with the vision and objectives, the University has a system
where existing academic programs are subjected to continuous upgrading and
evaluation. New academic programs are launched as a response to both new global
technological advancements and the needs of the local community, especially in
the fields of healthcare, engineering, and IT (Qatar University Annual Reports,
2014, 2015, 2017).
To
support its students in transitioning into their professional life roles, Qatar
University has launched the Career Development Center, which works directly
with career counseling, training, and professional development services, as
well as establishing connections with the labor market. The center provides
employment opportunities for students during their study years, and it also
helps them with obtaining sponsorships, internships, and full-time job
opportunities (Career Development Center, 2023).
Career
Development Center has a separate section for employer relations, which, according
to the center’s webpage, aspires to open channels of communication for Qatar
University students and graduates by connecting them to the local labor market.
The center collaborates with the Qatari labor market to serve the University
and its alumni as well as the employers. The section also invites employers and
entrepreneurs of different sectors to be present on campus for a variety of
arrangements and activities. In recent years, the center has attracted more
students seeking career consulting and employment opportunities. This was a
result of the rising number of events, most notably the Qatar University Career
Fair, which attracted 60 employers to participate in the last fair held in 2023
(Career Development Center, 2023).
Analysis of the existing literature shows
that several studies have examined higher education and sustainability goals in
Qatar and the other GCC states, focusing on the operational
level, smart campuses, and teaching and learning strategies. Analyzing the
content of these studies demonstrates a significant focus on technological
innovation and green energy solutions, with little attention given to cultural
and human sustainable development (Mogra & Furlan, 2017; Moini et al.,
2009; Zaidan et al., 2023). There is also a growing body of academic literature
on the challenges facing higher education in Qatar and the other GCC states,
several studies offer comparative case studies among the GCC states, especially
between Qatar and the UAE. An interesting finding of one of the studies
mentions that the GCC states seek to internationalize their higher education,
but the strategic level often deviates from practice, concluding that “the GCC
countries embrace specific ranking systems as indicators to meet their
respective strategic plans; this has placed intense pressure to achieve
“excellence” without building a proper infrastructure, culture, and local
capacities” (Arar et al., 2023, p 186; Ibrahim et al., 2023; Shah et al.,
2015).
Finally,
the overall analysis displays an awareness and systematic efforts to
continually improve the academic programs at Qatar University through
continuous evaluation and updating. In addition, the University highlights
professional networking with the local labor market and the significance of a
good transition for students into their professional roles (Qatar University
Annual Reports, 2014, 2015, 2017). However, there is always room for
improvement.
Policy
Recommendations
The
role of higher education institutions in enhancing social and cultural sustainable
development in local societies has acquired significant attention within
several academic fields, be it education science, public policies, sociology,
or environmental studies. This ongoing debate has reshaped the traditional role
of education from only teaching and learning into more social and cultural
engagement, aiming at shaping collective social patterns and habits, while
helping implement state visions in local communities. Entrepreneurial
universities have obtained a third mission, in addition to research and
teaching, namely transferring knowledge to the community and thus contributing
to local and regional developments (Nawaz & Koç, 2020).
Mobilization
of resources, the integration of students’ services, and the collaboration and
networking with the local labor market and community are essential tools in
higher education. No wonder that new models have been developed to display a
new collaboration nexus. One of these models is the Industry-University-Government
partnership approach (IUGP), which has been adopted as a main pillar in
innovation and development strategies (Nawaz & Koç, 2020). Nonetheless,
this approach is most notable in new technological fields such as IT, AI, and
biotechnology (Perkmann et al., 2013). Yet again, this model needs to be
socially integrated. Carlsson and Fridh (2002) confirm that to secure the
success and flow of this influence from the higher education institutions to
the industry and business arena depends also on embarking this influence
through the social structures and the culture of the society (Carlsson &
Fridh, 2002).
To sum up, the need for adopting sustainability measures
is rising, especially in the Gulf states, where oil and gas are the main sources
of state income. Richard Heinberg, a leading expert on peak oil and a fellow in
residence at Post-Carbon Institute has written several academic works on Peak
oil and the Gulf region, goes as far as stating that it has become a
self-evident truth that “any society that continues to use critical resources
unsustainably will collapse. Population growth and/or growth in the rates of
consumption of resources cannot be sustained (Heinberg, 2005a, 2005b). Economic
diversification and the shift to clean energy are vital elements, but not
enough, social structures and perceptions also need to be modified. This is
only possible through sustainable human development, with a focus on the
cultural and social processes of unlearning and relearning. In these processes,
higher education institutions have a vital role to play, both in the field of
research and in graduating qualified students who possess the necessary skills
to adapt to the rising challenges of modern society.
4. Conclusion
Qatar
University, being the first national university in Qatar and a state-owned
institution, exhibits a good case study on the transformations of higher
education institutions to cope with the rising socio-economic challenges.
This
study focused on two main key indicators: research on sustainable development,
and engagement with the local community through graduating skilled students and
assisting students in the transition process into their professional lives. The
findings of the study are as follows:
The
long-term strategies of Qatar University, since it initiated an ambitious
development program in 2003, have largely reflected the overall national
objectives and visions of the State of Qatar when it comes to sustainable
development and the role of higher education. This is evident from the clear
concurrence between the strategic objectives of the University and the state
objectives for education under the Qatar National Vision 2030. While the state
vision stated that education is a key element in the national development plans
in Qatar, the University determined its long-term objectives around improving
the quality of education, research, students’ experiences on campus, and most
importantly resource-mobilization, efficiency, and network building with the
local community and labor market. This harmony in strategic planning is
demonstrated through the analysis.
The second result of this study is that Qatar University
has a substantial focus on sustainable development research, and it has
produced a significant body of literature on sustainable development. The
research projects conducted by the Center for Sustainability are overwhelmingly
focused on issues that handle biotechnology and FEWWS. The quantitative data
from the Scopus database on SDGs contributions showed that the largest number
of documents that had to do with SDGs implementation were on health and
wellbeing, and renewable energy. While SDGs like gender equality, peace, and
justice received the lowest scores. There are several reasons for these
tendencies, which are not exclusive to Qatar University but can be traced
generally in the academic literature. Firstly, examining sustainability from
the social and cultural dimensions of human development is a new approach that
is still taking shape and forming within sustainability theory. Secondly,
looking at sustainable development through the lens of the biosystem and
efficient medical and industrial technologies was the entrance gate to
sustainable development; it is precise, straightforward, and logical, while the
nexus of sustainability and collective culture, social behavioral patterns,
perceptions, and habits are not easy to grasp, measure, or demonstrate. Thirdly,
technological improvements will normally have immediate effects, and their
reliability can easily be scientifically proven. While the change of social
patterns and human behavior in issues like gender equality, for example, needs
a long time to give results, it is more complicated to be empirically proven or
tested. Meanwhile, social and human sustainable development are crucial for
building a sustainable society. It is not enough with technological
advancements only; society also needs sustainable developmental structures and
social dynamics to function in the best possible way.
Despite
the change in the perception of the higher education institutions’ role,
graduating skilled students and meeting the needs of the local labor market is
still considered the most important objective of higher education – also from a
sustainable development perspective. For a society to function, it needs to
fully use its human resources, and there will not be a sustainable society
without a skilled workforce that keeps the wheel moving in all aspects of life.
The analysis has demonstrated that Qatar University, both on the strategic
planning and procedural levels, prioritizes the quality of education and the
individual learning experience of students, aiming at providing students with
the qualifications they need in their professional lives. The quality of the
academic programs and the continuous evaluation and updating are essential for
realizing these objectives.
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