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Background: While improved student engagement has been highlighted as an essential goal and a major outcome of Problem and Project-Based learning (PBL), little empirical evidence has been provided regarding types and forms of student engagement. Material and method: The study explored forms of student engagement in PBL settings, drawing on empirical data of observations and group interviews with 23 project teams (116 students) in four different PBL undergraduate civil engineering courses at Qatar University. Results: The study identified four patterns of student engagement in a PBL setting. Participants reported significant indicators of the first two patterns - engagement as autonomy and as connection. Regarding the other two indicators, namely relational and emotional engagement, they reported positive yet slightly fewer indicators. Three factors were identified that influenced student engagement in a project teams, namely PBL types and its appropriateness to the nature of the course, students' prior experiences with PBL, and team dynamics. Conclusions: These results facilitate the establishment of an institutional framework supporting a progressive approach to embracing PBL. In this framework PBL implementation begins with diverse practices at the course level and has systemic change as its ultimate goal. This framework particularly aims to support an institutionalized approach to transition to PBL in a socio-cultural context (e.g., a non-western context) where instructors are as the primary and authoritative source of knowledge. The overall outcome of the study supports management of change from a lecture-based mode to PBL in a non-western context.

This study examined engineering students' initial readiness to transition to emergency online learning in response to COVID-19 in Qatar. A theoretical framework is proposed for understanding the factors influencing students' readiness for change. Sequential explanatory mixed-method research was conducted, with 140 participants completing an online survey, of which 68 also contributed written reflections and 8 participated in semi-structured interviews. Exploratory factor analysis displayed a four-factor structure, including initial preparedness and motivation for online learning, self-efficacy beliefs about online learning, self-directed learning online, and support. The qualitative outcomes supported the four factors and provided further insight into their varied and nuanced manifestation. In accounting for the perceived impact of the factors on readiness, significant differences were identified regarding pedagogical mode, with students enrolled in PBL courses reporting higher readiness than those from non-PBL courses. The practical implications for preparing students for future emergency online learning are discussed.

Background: This study investigated the development of engineering students' approaches to learning and views on collaboration in a PBL environment. Material and methods: An explanatory mixed research approach was employed with participants from four PBL-implementing engineering courses in Qatar and China. 197 students responded to two surveys, and 168 students participated in group interviews. Results: While the study reveals increased adoption of deep approaches to learning on team projects, little influence on surface approaches to learning was found. The study also provides evidence supporting the positive relationship between students' adoption of deep learning approaches and their acknowledgement of values of collaboration in teamwork. Conclusions: This study suggests that while PBL characteristics may support deep learning, certain factors may underpin surface learning, including a feeling of insecurity during first experiences with it, lack of skills, and assessment methods that favor surface learning. Further efforts on engaging students with PBL may benefit both deep learning and team effectiveness.

UNESCO reports enrollment in higher education in the Arab and Gulf Cooperation Council region doubled from 5.1 million in 2000 to 10.7 million in 2015. Despite significant budgets and the world's lowest teacher-to-student ratio, higher education in this region is plagued by student underachievement. This study identifies academic underachievement factors among undergraduate students at risk at a national university in the GCC. As part of the Intrusive Intervention Program, students were required to complete an Academic Success Plan that delineated academic, personal, social, career, and other academic underachievement reasons. Based on 5,040 students' responses that indicated their academic underachievement causes, findings reported that students perceived academic factors as the most recurrent reason for academic underachievement. In contrast, social adjustment causes were found to be the least recurrent. Specific causes are reported under each category and discussion is provided against gender, nationality, major, and classification.

Background: Few studies have reported how students enact learner agency in a team setting or examined what elements of team settings students perceive as more supportive of their learning in problem- and project-based learning (PBL) processes. Purpose: This study explores how engineering students perceive their enactment of learner agency, particularly which aspects of the PBL process they find most important. Method: Thirty-nine students from two PBL civil engineering courses in Qatar participated in the study. Q methodology was chosen for both qualitative and quantitative data collection and analysis. A 40-item Q set based on a theoretical model of learner agency was used. Results: Eight significantly different student viewpoints emerged from the Q methodological factor analysis, indicating a range of individual perceptions of learner agency. Intrapersonal dimensions were highlighted by three of the eight viewpoints, behavioral dimensions were underlined by seven viewpoints, and environmental dimensions were valued by all viewpoints. Conclusion: While the results reveal a wide range of individual experiences with learner agency across the three dimensions, students addressed self-directed learning aspects both actively and passively, suggesting that many participants still value instructors' roles of providing direct instruction and authorized knowledge in PBL. The results highlight the need for more awareness of learner agency and more opportunities for students to enact learner agency by increasing PBL knowledge, skills, and efficacy. Q methodology can contribute to engineering education research by providing new theoretical and empirical insights into learners' subjective understanding of agency in a PBL setting as a complex system.

Research has established that class attendance and High School Grade Point Average (HSGPA) play a significant role in student academic success in higher education. The study uses census data and records of 969 undergraduate students at Qatar University to investigate the impact of HSGPA, attendance, and socio-demographic factors on academic performance in higher education in DFW courses (grades D, F, or withdrawal). Findings indicate that increased attendance decreases the likelihood of getting DFW, and there was a strong negative relationship between high-school performance and the probability of getting DFW. This study highlights the importance of class attendance in a four-year institution and that high school academic performance acts as a foundation for their performance in a higher educational institute. These findings open pathways for modifications of institutional policies governing institutional academic decisions.

Worldwide there is an increase in competition between higher education institutions seeking to ascertain their position in the world ranking, resulting in universities introspectively reflecting on their image and student satisfaction. This is especially the case in the Gulf Cooperation Countries, where there has been significant growth in higher education institutions. This study examines the factors that influence Qatar University's image among undergraduate students and predicts factors impacting students' satisfaction, influencing the university's image. Results from 2,618 students' responses to a 57-item student satisfaction questionnaire indicate that the university's services are factors that influence students' view of QU, and the students' satisfaction directly contributes to a positive perception of Qatar University. The impact of university services on students' perception of QU is further discussed based on gender, nationality, student classification, and major.

This qualitative longitudinal study explored three engineering instructors' professional agency in implementing project-based learning (PBL), including multiple sets of data (18 interviews, observations, and written reflections spanning three semesters). The results show that the instructors' care for students, interest in pedagogical innovation, and efforts in professional learning supported their confidence in stance, sense of agency, and competence in PBL practice. The efficacy and strong beliefs of the instructors further supported their agency-in-action regarding how they acted to influence their teaching by negotiating both its content and conditions. The study also revealed how individual resources and social conditions frame the enactment of professional agency and how the instructors developed agency and strategies to overcome challenging issues at work. Although they developed different types of agency, they demonstrated the same attitude towards resilience and negotiation for autonomy as well as the same engagement in self-empowerment and transforming their agentic competence into educational leadership.

This study explores engineering students' enactment of collective agency and perceptions of professional identity. Empirical data were drawn from observation and group interviews with 30 engineering students in a civil engineering course using a problem and project-based learning (PBL) approach. Using the technique of quantifying qualitative data, the study identified patterns of agency manifestation in seven domains within project work: (1) motivation, (2) goal setting, (3) planning, (4) project progression, (5) self-reflection and evaluation, (6) team dynamics, and (7) external support and resources. The study identified a significant correlation between the engineering students' collective agency in these seven aspects of their learning process and their project team outcomes based on group-based project grades. Although students reported many reasons for choosing to study engineering, the majority of the students were found to have a general uncertainty regarding their sense of professional identity, suggesting more activities to support the building of professional competences, such as PBL, should be provided at an earlier stage of engineering curricula.

The purpose of this paper is to obtain a set of critical success factors (CSFs) for selecting building contractors in Qatar to help investors effectively and efficiently build their houses. First, a systematic review of the previous research was carried out to capture the 20 most frequently occurring CSFs for constructing houses. Then, a survey was distributed to 280 investors to determine their perceptions of the importance of CSFs. The survey was evaluated using Pareto analysis and the analytical hierarchy process (AHP) to determine which CSFs are most relevant to investors when building houses. The contribution of this study to the current knowledge is studying the investor’s behavior by considering frequency, cost, and time components simultaneously to capture the most significant Critical Success Factors (CSFs) in selecting building contractors. The strategy developed by this study provides a ready set of criteria that can be used by investors and local authorities in qualifying building contractors. [ABSTRACT FROM AUTHOR]

Specialist nurses have a crucial role within the allergy and immunology specialty that reflects their competence in an increasingly complex area of work and ability to use advanced diagnostic testing and therapeutic modalities. A specialist nurse in Qatar follows the local Hamad Medical Cooperation (HMC) guidelines and the competency published by the British Society for Allergy and Clinical Immunology (BSACI). Specialist Allergy Nurses Learning domain: Learn and review the written standard operating procedure (SOP) and protocols for all diagnostic and therapeutic allergy procedures, including skin prick testing (inhaled, food, and others), intradermal testing, skin patch testing, penicillin testing, food and drug challenges, different desensitization protocols, and biologics and other medication administration. In addition, learn the protocol for immunotherapy administration and maintain an updated knowledge of trends and developments in the field by reading relevant articles, journals, and related material and attending seminars and conferences, as needed. Maintain a safe work environment: Perform all the above procedures and medication administration with a high grade of competency under physician supervision. Apply quality measures to ensure safety. Furthermore, perform stocktaking by regularly checking procedure requirements, availability of items and consumables, date of expiry of items, and medications. Monitor the patients closely during drug and food allergy challenge procedures and record and report patients' vitals and reactions to treating physicians. Ensure that a patient stays the required observation time after injection(s). General care: Assess patient needs and suggest solutions to patient care problems. Provide education and resources for the patient and family support as needed. React appropriately and on time during patient reaction situations to mitigate early adverse reactions. Maintain patient, employee, and clinic confidentiality. Specialist Immunology Nurses • Develop specialist knowledge and experience in immunology. •Develop nurse-led clinics for administering immunoglobulin replacement therapy safely and effectively based on patients' preferences (IV vs. SC and in-hospital vs. home programs). •Coordinate communication between members of the multidisciplinary team to facilitate the appropriate delivery of care. •Provide education and resources for the patient and family support (insurance issues, resources for vaccination recommendations, concerns regarding traveling and vacations, pregnancy, and any other lifecycle changes). [ABSTRACT FROM AUTHOR]