How and to what extent have female role models influenced female leaders in Qatar?
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York St John University Master’s Degree Dissertation How, and to what extent, have female role models influenced female leaders in Qatar? Submitted June 2013 I confirm that I have read the University regulations on plagiarism and that this research is entirely my own work. In presenting this dissertation for assessment, I declare that it is a final copy including any last revisions. Sources are explicitly acknowledged. This dissertation has not been previously submitted for any degree at this or any other institution. 1 13 October 2022
Transcript of How and to what extent have female role models influenced female leaders in Qatar?
York St John University
Master’s Degree Dissertation
How, and to what extent, have female role models influenced
female leaders in Qatar?
Submitted June 2013
I confirm that I have read the University regulations on
plagiarism and that this research is entirely my own work. In
presenting this dissertation for assessment, I declare that it is
a final copy including any last revisions. Sources are explicitly
acknowledged. This dissertation has not been previously submitted
for any degree at this or any other institution.
1 13 October 2022
AbstractThis dissertation is a small study of female role models in the
Middle East and North Africa (MENA) region including GCC countries),
centered on Qatar but taking account of Middle Eastern influences and
the impact on women developing their leadership skills and
integrating within the workplace.
The study will explore links between role models, mentors and
successful female Arab leaders, particularly in Qatar; provide an
overview on existing research on this topic and make appropriate
recommendations. The literature review revealed gaps in previous
studies and a need for further research to update the body of
knowledge. This research incorporates a comprehensive collation of
existing research, together with recent analysis of the current
situation in Qatar.
The research methodology has been approached from Social
Constructivist perspective, with primarily qualitative data
collecting methods, consisting of a small number of semi-structured
interviews and consolidated by a small quantitative survey. This
methodology was selected because the cultural nature of the subject
needed careful management and sensitivity with careful, personal
involvement by the researcher and it was felt interviews would drawn
out the nuances and detail better than full quantitative data
collection
Research in Qatar encounters similar constraints to the MENA region
but the culture is different. Most women are proud of their religion
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and use it to maintain privacy and modesty in their lives, both at
home, in the workplace and the immediate community.
The research concluded there is a need for role models and mentors in
the progression of potential female leaders; that fathers are
important early role models and that key qualities and
characteristics of successful female leaders can be determined for
the benefit of future training programmes.
A number of recommendations have been made for further research.
Keywords
Culture, female, leader, role model, mentor, qualities, values,
traits, entrepreneur, programme
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Table of Contents Abstract.............................................................2
Table of Contents....................................................31 Introduction......................................................6
1.1 Background to the Research.........................................61.1.1 MENA Region Context and Culture.................................7
1.1.2 Qatar Context and Culture.......................................71.1.3 Link to Theory of Organisational Culture........................7
1.1.4 Overview of Female Leadership Skills in the Middle East.........81.1.5 Overview of Educational and Work Participation Rates for Women inMENA Region............................................................8
1.2 Research objectives................................................8
1.3 Justification for the Research.....................................91.4 Outline Methodology................................................9
1.5 Overview of each Chapter's Content................................101.5.1 Chapter One....................................................10
1.5.2 Chapter Two....................................................101.5.3 Chapter Three..................................................10
1.5.4 Chapter Four...................................................101.5.5 Chapter Five...................................................10
2 Literature Review................................................112.1 Overview..........................................................11
2.2 The Process.......................................................112.2.1 Stage One......................................................11
2.2.2 Stage Two......................................................112.2.3 Stage Three....................................................11
2.2.4 Stage Four.....................................................122.3 Category a) International Reports and Studies on Women, Leadership and Gender Issues......................................................12
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2.4 Category b) MENA Region Reports and Studies on Women, Leadership andGender Disparity Issues, Role Models and Mentorship Programs...........13
2.5 Category c) Qatar Specific Studies and Reports, including Role Models and Mentorship Programmes.......................................21
3 Methodology......................................................223.1 Strategy..........................................................22
3.2 Design of the Research Approach...................................243.3 Administration of the Data Instruments............................24
3.3.1 Primary Research - Interviews..................................253.3.2 Primary Research – Online Survey...............................25
3.3.3 Analysis of the Primary Research...............................263.4 Research Ethics...................................................28
4 Findings.........................................................284.1 Data Analysis.....................................................28
4.1.1 Primary Data – Interviews......................................294.1.2 Primary Data – Online Surveys..................................37
4.1.3 Summary of data analysis findings..............................395 Conclusions and recommendations..................................39
5.1 Analysis and discussion...........................................395.2 Overall Conclusions...............................................40
5.3 Limitations of the Study..........................................435.4 Opportunities for Further Research and Practice...................43
5.5 Reflections on the process........................................446 Bibliography.....................................................46
7 Appendices.......................................................497.1 Table 1 – Summary of literature and date published................49
7.2 Table 2 - Educational and work participation rates for women in MENAregion.................................................................50
7.3 Interview questions...............................................517.4 Survey questions..................................................53
7.5 Surveys - distribution email to participants......................58
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7.6 Interviews - email invitation to participants.....................597.7 Chart 1 – Question 1 from online survey...........................60
7.8 Chart 2 – Question 2 from online survey...........................607.9 Chart 3 – Question 3 from online survey...........................61
7.10 Chart 4 – Question 4 from online survey...........................617.11 Chart 5 – Question 5 from online survey...........................62
7.12 Chart 6 – Question 6 from online survey...........................627.13 Chart 7 – Question 7 from online survey...........................63
7.14 Chart 8 – Question 8 from online survey...........................637.15 Chart 9 – Question 9 from online survey...........................64
7.16 Chart 10 – Question 10 from online survey.........................647.17 Chart 11 – Question 11 from online survey.........................65
7.18 Chart 13 – Question 13 from online survey.........................657.19 Chart 14 – Question 14 from online survey........................66
7.20 Comparison of qualities of role models and mentors from the primary data 67
7.21 Glossary of abbreviations and phrases used........................68
Declaration: “I declare that I am the sole author of this assignment
and the work is the result of my own investigations, except where
otherwise stated. All references have been duly cited.”
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1 Introduction
This dissertation is a small study of female role models and leaders
in the Middle East (MENA1 region including GCC2 countries), centered
on Qatar including Middle Eastern influences and the impact on women
developing leadership skills. During the researcher’s two year work
contract in Qatar, it provided opportunities to meet and work with
high profile, well educated Qatari nationals and experience their
high level of motivation, determination and desire to advance their
careers. Many expressed a wish to emulate other high profile female
leaders and the research hypothesis is that there may be a link
between this influence and their chosen career path. The research
explored this potential link; provided an overview of existing
research and made recommendations for leadership development for
Qatari female leaders.
1.1 Background to the ResearchHaving reviewed a number of studies, reports and articles on the
subject of female leadership in the MENA region, there is evidence to
show gaps in previous studies and a need for further research.
Existing research does not reflect the current situation. Whilst many
of the findings were similar, there has been no serious attempt to
consolidate the research and produce an updated implementation plan
for women, either in the MENA region or in Qatar. This view is
1 The MENA Region includes: Algeria, Bahrain, Djibouti, Egypt, Iran, Iraq, Israel , Jordan , Kuwait, Lebanon, Libya, Malta, Morocco, Oman, Qatar, Saudi Arabia, Syria, Tunisia, United Arab Emirates, West Bank and Gaza, Yemen - http://web.worldbank.org/WBSITE/EXTERNAL/COUNTRIES/MENAEXT/0,,menuPK:247619~pagePK:146748~piPK:146812~theSitePK:256299,00.html 2 Bahrain - or Kingdom of Bahrain, Kuwait, Oman - or Sultanate of Oman, Qatar, Saudi Arabia - or Kingdom of Saudi Arabia (KSA), UAE - United Arab Emirates (excluding Yemen) - http://www.dubaifaqs.com/list-of-gcc-countries.php
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supported by the World Bank report, 2013, which concluded that
progress had been made, yet the same concerns are prevalent and work
participation rates have not improved measurably in the MENA region.
Areas of concern in the studies are: educational versus workforce
participation rates; lack of role models; need for mentoring and
coaching programmes; constraints to female progression; culture and
tradition and its impact on female leadership. A detailed summary of
the background context follows. Existing studies on female leadership
in the MENA region are: McKinsey Global Gender Agenda, (2012); OECD
report, (2009); Sikdar, (2012); Marmenout, (2009); Fenton, (2008);
Leuenberger, (2006); Aguirre, 2011).
1.1.1 MENA Region Context and Culture
This research is confined by many variables. The Middle East, which
is predominantly a Muslim region, has major influences affecting
lifestyle, politics, economy and human rights which are enshrined in
the teachings outlined by the Quran. Women seeking leadership
positions face constraints related to: Islam; family traditions and
culture; only being able to seek “approved” occupational roles;
nationalization quotas; travel and safety restrictions, which are
prevalent in some countries more than others, such as Saudia Arabia.
This view is supported by previous studies: Abdalla, (1996); Scott-
Jackson, (2010); Sikdar, (2012); Marmenout, (2009); Al-Lamky, (2004)
and Akar and Mouchantaf, (2013).
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1.1.2 Qatar Context and Culture
Constraints faced in Qatar are similar to the MENA region but the
culture is different prescribing the way that women behave. Many
women are very proud of their religion and use this to gain privacy
and modesty in their lives, yet without losing the respect of their
peers and menfolk, at home, in the workplace and the immediate
community. More detail about the constraints experienced by Qatari
women in their communities is reported by Bahry and Marr, (2005).
1.1.3 Link to Theory of Organisational Culture
As part of the work undertaken on organizational culture, Hofstede’s
(2001) GLOBE project’s data defined an Arab cluster based on ten
dimensions and characteristics. Reviewing the Middle East cluster,
there was insufficient detail to be meaningful for this study.
However, the dimensions were useful when compiling themes for the
data analysis. Another study of Emirati women, by Marmenout, (2009)
provided useful links to Hofstede’s cultural dimensions and described
the process and limitations of Emiratization, which is similar to
Qatarization3. Useful themes were identified such as language,
culture, women’s dress codes and traditions, women interacting with
men in the workplace and respectable careers for Arab women.
1.1.4 Overview of Female Leadership Skills in the Middle East
Many studies reviewed questioned why more women are not becoming
leaders. A report from the World Bank, (2013) stated that ‘although
3 Qatarization is the identification and development of quality, competent Qatari males and females to assume permanent positions in our industry. Our objective is Quality Qatarization. http://www.qatarization.com.qa/Qatarization
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female participation in the workforce has increased in recent years, it is unclear whether the
actual role of women in business has evolvd … .’ The updated 2013 World Bank study
confirms that the situation is largely unchanged. This study
summarised the constraints to women’s leadership in the MENA region
and Qatar.
1.1.5 Overview of Educational and Work Participation Rates for
Women in MENA Region
Some of the studies identified educational participation rates for
women in the MENA region to be higher than the norm for the rest of
the world, yet workforce participation rates are much lower. The
studies provide figures for various years in MENA and GCC countries.
A snapshot of this data is listed in Appendix, 7.2. It should be
noted that where data is given, it includes figures for foreign
workers and does not provide an accurate picture for women national’s
labour participation. These figures, although lower than the rest of
the world, would be lower still if reflecting only nationals in MENA
countries. For example, Kuwait’s figure is 50% and this country has a
large foreign worker population, which is included. The percentage of
foreign workers varies between MENA countries. In Qatar approximately
20-30% of the population are nationals.
Qatar Statistics Authority provides population data and the latest
release covers the period from 2007 to 2012. Additional data is
available from the 2010 Census.4 This shows a slight decrease against
OECD figures for 2005 (37%). Anecdotally, the studies confirm that
investment in female education in the MENA region is seen as high
4 http://www.qix.gov.qa/portal/page/portal/qix/subject_area/Statistics?subject_area=183
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priority by governments, not reflected in the labour force
participation rate.
1.2 Research objectives
Main research question:
How, and to What Extent, have Female Role Models Influenced Female
Leaders in Qatar?
There are three research sub-objectives:
Identify and explain the influence (if any) of role models on both
existing female leaders and developing female leaders
Explore the values, traits and cultural differences passed on from
female role models to their mentees and followers
Identify a series of themes that will inform the development of
key training objectives for aspiring female leaders
1.3 Justification for the Research
The researcher discussed the research with several prominent Qatari
female leaders and obtained support. Al-Lamky, (2004) study of Omani
working women made a recommendation that the topic of role models and
mentors required further investigation and analysis, due to a lack of
awareness of the concept.
1.4 Outline Methodology
A Social Constructivist approach has been used, with primarily
qualitative data collecting methods, including a small number of
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semi-structured interviews and small survey. This methodology was
selected because the cultural nature of the subject needed careful
management. The nuances and detail were better drawn out from
interviews rather than quantitative data collection. Robson, (2011)
stated: ‘The central aim and purpose of this type of (qualitative) research is (to further our)
understanding …’ of the topic.
The following methodology has been used for the research:
1. A review of existing literature related to female role models in
the Middle East with particular relation to Qatar
2. Interviews with a small number of high profile female leaders in
Qatar from different sectors, who are considered role models
3. Conduct a small survey with a professional women’s network in
Qatar, adding to the research study and data from the wider
perspective of GCC female Arab nationals.5
1.5 Overview of each Chapter's Content
1.5.1 Chapter One
- provides the introduction to the dissertation, setting out the
context for the MENA region and focusing on Qatar. It provides
evidence linking to organisational culture and theories provided
by Hofstede, (2001, 2nd Edition) and his cultural dimensions.
There is an overview of female leadership in the MENA region and
statistical data about educational achievement and labor
participation rates for MENA and Qatar.
5 QPWN is Qatar’s leading and largest women’s group. The group has grown to over 1500 members currentlyand an average of 50-60 women attend the monthly networking events. However, the survey would be made available via the Facebook page and the monthly newsletter, which is open to the wider membership.
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1.5.2 Chapter Two
- outlines the literature review informing the research.
1.5.3 Chapter Three
- covers the methodology for the research, instrument design,
administration of the survey instruments and a section on
research ethics.
1.5.4 Chapter Four
- describes findings from the research.
1.5.5 Chapter Five
- discusses the findings, the research conclusions and
recommendations, research limitations, opportunities for further
research and the researcher’s reflections on the dissertation
process.
2 Literature Review
2.1 Overview
The literature review discussed female leadership in the MENA region;
educational and workforce participation rates; role models; mentoring
and coaching programmes; constraints to female progression; Arab
culture and tradition and impact on female leadership. The studies
reviewed fall into three categories:
a) International reports and studies on women’s leadership and gender
disparity issues, with general reference and comparison - Aguirre,
(2012); Van Keer, (2008); Franze, (2011)13 13 October 2022
b) MENA region reports on women, leadership and gender issues; role
models and mentorship programmes. Thirty-one reports/studies have
been included – a summary is provided in Table 1, Appendix 7.1,
with full details in bibliography)
c) Qatar specific studies and reports, including role models and
mentorship programmes. One detailed study and one article have
been located: Bahry and Marr, (2005); Fenton, (2008).
Prior to 2002, the only study was Abdalla, (1996). The remaining
documents range between 2002 and 2013. Although the topic of role
models and mentors is mentioned in some of the studies, none provided
detailed research.
2.2 The Process
2.2.1 Stage One
The researcher decided on the research topic, having met Qatari women
who voiced concerns about a lack of role models.
2.2.2 Stage Two
The researcher concluded this was an area that warranted research.
2.2.3 Stage Three
During the course of proposal writing, the researcher identified the
methodology and themes which might emerge from the findings as
barriers and constraints to women’s progress into leadership or work.
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2.2.4 Stage Four
As the researcher commenced writing the literature review, a
descriptive account of the various studies, with gaps and barriers
identified was not appropriate. It seemed that a themed review of the
literature would help to analyse the large amount of documents
accumulated, yet highlight the gaps, themes and important points to
be made.
Within section b), the researcher’s analysis has been organized by
theme. The themes are:
1. Conservative and traditional attitudes towards women
2. Investment in women’s education and qualifications in Arab
countries
3. Gender differences, disparity and stereotyping in the workplace
4. Leadership networks, development and constraints for women;
mentoring, coaching, work shadowing programmes
5. Labour participation statistics for women in the MENA region
6. Women’s entrepreneurship
7. Role models and mentors and their qualities
8. Legislation and politics relating to women’s leadership
2.3 Category a) International Reports and Studies on Women,
Leadership and Gender Issues
Three studies and reports chosen from the many international
resources available on the topic of women, leadership and gender
equality issues have been included: (Aguirre, (2011); Van Keer,
(2008); Franze, (2011) because these particular studies make
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comparisons with female leadership in the MENA region. Aguirre’s
report offered a high level, international perspective and
correlation with other countries. It also highlighted a case study
approach on two countries of interest, Saudi Arabia and UAE6 . The
report provided current statistics for education and labour
participation.
Aguirre identified constraints for women in Saudi Arabia because of
strict Islamic Sharia7 laws governing how men and women interact in
the workplace, restricting women’s mobility within Saudi and abroad.
Women also encountere additional layers of bureaucracy within
Ministries when setting up new businesses. The report made useful
recommendations concerning training and mentorship and the need for
‘strong role models’, in all sectors.
In the UAE case study, statistics are provided for education and
labour participation by women nationals, known as Emiratis. The
theme of constraints continues, namely a lack of role models,
cultural barriers to travel and recommendations are made for role
models and mentors. This report confirmed what was written earlier
for the MENA region. Aguirre, (2011) confirmed that very little had
changed in terms of the constraints being ameliorated or statistics
improving.
Franze, (2011), highlighted that because the picture of female
leadership, recruitment and participation was generally much better
6 United Arab Emirates7 Sharia, or Islamic law, influences the legal code in most Muslim countries. Sharia Law can govern personal status law, and become a set of regulations that pertain to marriage, divorce, inheritance, and custody etc. http://www.cfr.org/religion/islam-governing-under-sharia/p8034
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in the UK, there were different recommendations made to address the
survey findings. For example, in the MENA region, nationalization
quotas8 were quite a common tool to improve female workforce
participation. Conversely, in this report, a finding is that
‘government quotas should be viewed as a sign of leadership failure’. The report
concluded that coaching and mentoring was an effective way to address
women’s lower confidence levels.
2.4 Category b) MENA Region Reports and Studies on Women,
Leadership and Gender Disparity Issues, Role Models and
Mentorship Programs
The literature review revealed a reasonable amount of research on the
subject of women in the Middle East, related to leadership issues,
culture and context, and workforce constraints. It was not possible
to locate literature devoted specifically to role models and their
influence on female leaders, only references in other work. The
literature review uncovered the struggle and constraints for Arab
women to become better qualified and gain recognition in the
workforce. The studies were reviewed by theme, which linked more
easily to the findings of this research. Gallant, (2006) reviewed the
work-life balance of Emirati working women and was a useful source of
themes.
Theme One – Fathers as Early Role Models - In an interview with Danya
Bashir, a young female Arab entrepreneur from Libya, Madichie, (2012)
highlighted many of the issues and challenges Bashir faced. Bashir 8 Qatarization is the identification and development of quality, competent Qatari males and females to assume permanent positions in our industry. Our objective is Quality Qatarization. http://www.qatarization.com.qa/Qatarization
17 13 October 2022
did not view herself as a leader but recognized leadership traits
within herself. She believed that she emulated her father’s spirit
within her “activism”. A study conducted by Sayed, (2004), also found
that female students identified with their fathers as models of
leadership. This theme of family members as role models, in
particular fathers, was reiterated throughout studies in this
research. Al-Lamky, (2004) called this ‘the role of socialization’, the
father’s role in facilitating independence, self-confidence and
assertiveness in daughters and she highlighted a lack of female role
models and programmes to facilitate female advancement. Metle’s
study, (2002) reinforced that women’s role models were family
members. Aguirre, (2011), interviewing several prominent Arab
business women and role models, found that all of them had parents
who ‘encouraged non-traditional career paths’. Arar, (2010) described in his
study of two Israeli and Palestinian women principals, that fathers
were ‘active agents’ of advancement.
Theme Two – Investment in Women’s Education in Arab Countries -
Studies confirm that although female participation in the workforce
is low across the MENA region9, educational achievement and
qualification levels are high, supported by high investment. Al-
Jenaibi, (2010) highlighted that ‘Women still lag behind, especially in
conservative cultures like the Arabian Gulf nations.’ She believed that ‘the investment
made in education for Muslim women is often unrealized …’ . MENA region's
governments are willing to invest in women’s education, but there are
insufficient work opportunities for them, commensurate with their
9 See Table 2, Appendix 7.2 with educational achievement levels.
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qualifications and women are, therefore, often working in menial
jobs, approved ‘female appropriate’ jobs or not working.
Livani, (2007) provided an overview of the statistical evidence of
the educational achievement and labour participation rates for women
in the MENA countries. Livani noted that female literacy rates have
improved in all countries of the region. In contrast, an OECD report,
(2009) points out that many lower social class women provide support
in the home, enabling national women to conduct their own businesses
or work but they do not have access to education. This is
particularly true of large numbers of migrant workers in the MENA
countries, especially Qatar. There are large numbers of low skilled
housemaids and untrained “nannies” in Qatar supporting Qatari and
expatriate families. These female domestic staff are often
illiterate, unskilled and uneducated. They are not allowed to leave
the home because of their working conditions, Roth et al, (2013:598-
692).
Robbins, (2011) noted that ‘Islam is not opposed to women’s advancement and
progress’. Aguirre, (2011), in interviews with several female Arab
business women, maintained that: ‘If the GCC (countries) are to continue their
own advancement in an increasingly competitive world, they will need to engage the energy,
knowledge, and skills of their entire population, including the female half.’ Leuenberger,
(2006) reviewing the “Women as Global Leaders” conference in Abu Dhabi,
concluded that ‘with role models and educational support, the women of the Middle East
are taking steps to create their own unique styles of leadership.’ Tlaiss’s, (2012)
article highlighted that ‘the UN has noted that the number of educated women
continues to increase in the Middle Eastern Arab world.’
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Theme Three - Gender Disparity and Inequality in the Workplace -
Research by Al-Jenaibi, (2010) focused on gender differences because
women in the Gulf regions were falling behind other cultures. This
study of UAE Public Relations practitioners found that ‘the word gender is
not widely used, yet gender traditions are used to control women in their workplace.’ Al-
Lamky, (2007) highlighted that ‘… women’s participation is expected to be in the
areas of education, health and other support or clerical jobs … ; leadership positions are
typically reserved for men.’ A report from Salem, (2011) examined the ‘virtual
gender gap’ in the use of social media by women in the Arab world,
concluding that they were less likely to use it because of societal
and cultural constraints. There are statistics available on the use
of social media by women in the MENA region but this research is
outside the scope of this study.
Moghadam, (2005) asserted that reforming family law was the way
forward to offset gender disparity, highlighting that the MENA
region’s family laws ‘codify discrimination against women and girls, placing them in
a subordinate position to men within the family … .’ She cited an example of a new
ground breaking law in Morocco consistent with Islam, yet based on
equal rights for men and women. Robbins, (2011) reviewed whether men
and women lead differently, set in the Arab context and described how
prominent women have broken through paternalistic traditions of
leadership to reach top positions. This was attributed to their male
family connections using their ‘Wasta’10. Sikdar and Mitra, (2012)
referred to Aguirre’s interview with women leaders in Qatar who
10 Wasta - It is an Arabic word and translates as something like authority, influence, political (or other) power, connections, or a combination of those terms. In practical terms it means that some rulescan become more flexible if you have wasta, or know someone who has wasta. Wasta can smooth or speed upbusiness transactions, bureaucratic issues, and other official procedures. http://www.dubaifaqs.com/wasta.php
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described the “glass ceiling” as a “cement ceiling”, the gender
discrimination being so distinct a constraint in that country. Unique
to Sikdar and Mitra, they were the only authors who revealed that the
wife of the Prophet Muhammad, Khadija, was a businesswoman and role
model for Muslim women.
Marmenout, (2009) argued that although the GCC countries have
improved dramatically in economic terms and emphasise educational
investment for women, they are still falling behind with women’s
economic participation. Aguirre, (2011) confirmed the importance of
women’s role in driving economic opportunities and development.
Fenton, (2008) described that Qatari women know what they want but
are hindered by traditional values and beliefs in male-dominated
industries. This imbalance is reflected across other Gulf countries
and remains contentious.
Theme Four - Leadership Networks, Connections and Development for
Women; Glass Ceiling and Similar Constraints; Mentoring, Coaching,
Work Shadowing Programmes – Many of the research studies highlighted
the need for focused and bespoke leadership programmes for women in
the MENA region to allow them to participate fully in the economic
progress. There are many informal ways for them to develop their
networks. For example: women’s business associations and network
groups; leadership, mentoring and coaching programmes; using their
family connections and ‘Wasta’ to facilitate work opportunities. Omair
(cited in Akar and Mouchantaf, 2012:9) highlighted that female
Emiratis formed a ‘facilitated career group’ which consisted of women who had
achieved high rank through family connections.
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Marmenout, (2009) described findings from the Women’s Leadership
Initiative in Saudi Arabia and the UAE, exploring how women made
career decisions, met their challenges and which coping mechanisms
they employed. One strategy was to undertake an internship after
graduation which offered an acceptable stepping stone into work and
‘forces the hand of conservative families to allow girls to go out in the workplace’. They
then received work offers which were more difficult for fathers or
husbands to refuse. Another finding was that women chose jobs in the
public sector rather than work longer hours than their husbands,
avoiding friction by being at home. Other coping mechanisms included:
studying during childbearing years; using domestic help; setting up
their own business; not being more highly qualified than their
husband. Marmenout’s, (2009) recommendation was that MENA leadership
programmes should take account of these challenges and coping
mechanisms. Aguirre, (2011) identified qualities of importance to the
next generation of women leaders: ‘constant improvement, studied discomfort
and quiet confidence’ and recommended formal mentoring programmes. Aguirre
also highlighted that in countries such as Saudi Arabia, the
nationalization quota system is still considered a necessity to
promote change.
Robbins, (2011) confirmed that the practice of using connections and
‘Wasta’ is widespread in the Arab region and described how female
leaders who have broken through the glass ceiling, have done so using
male family connections to gain jobs or reach decision-making
positions. Salem, (2011) highlighted that social media is allowing
women in the Arab regions to take on new forms of leadership,
focusing on social media networks, becoming virtual leaders and
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‘cyber activists’. This requires that female leaders acquire new skills –
those of ICT11 and communication in both English and Arabic.
Supported by several of the studies based in the GCC, there are
challenges for working women in the Lebanon in a male dominated
society, with gender issues such as inequality of pay, described by
Tlaiss, (2012), who made the point that ‘corporate culture should appreciate
the skills and competencies of women.’
An Oxfam Action Learning initiative in the Middle East, Oxfam Novib,
(2008) led a two year project to test the effectiveness of Action
Learning Sets in Lebanon with women leaders who were facing
challenges in their communities, thus enabling them to acquire new
skills to address change. Both the facilitators and participants
reported positive change as an outcome.
The OECD report, (2009), focused primarily on entrepreneurship,
highlighted that several countries in the MENA region have begun to
develop trans-regional initiatives for women such as the Council of
Arab Businesswomen and MENA Businesswomen’s Network and other
national networks such as the Dubai Business Women’s Council. There
are also important events taking place such as the Global Leaders
conference and the MENA Women Business Leaders Forum held in Cairo in
2007. Events and networks will continue to raise awareness of women’s
work issues.
Theme Five - Labour Force Participation Statistics for Women in the
MENA Region – The labour force participation rates and educational
achievement statistics are addressed in the introduction to the 11 Information Communication Technology
23 13 October 2022
dissertation (1.1.5) and summarised in Table two, Appendix 7.2. The
main authors cited are: Livani (2007), OECD, (2009), World Bank,
(2005), UAE Yearbook 2010, Qatar Statistics Authority Report and
Census, (2010). Many of the studies and reports quote figures for
both issues from duplicated sources. There are some inconsistencies
in the data but the pattern remains the same.
Theme Six - Women’s Entrepreneurship – Livani, author of two reports
for World Bank, (2007)12 cited data and demographics on the labour
force participation rates and women’s progress in the MENA region and
suggested that entrepreneurship is an effective way to increase
labour force participation. Scott-Jackson, (2010) described how in
2003, Qatar had its first officially elected female official13 and the
Qatar Businesswomen Forum was set up to promote home working. Kuwait
also established a Leadership Skills Training Institute for women.
An OECD report, (2009) described a new wave of innovatory and well
educated female entrepreneurs in the MENA region. The report
highlighted that business support is under-developed for female
entrepreneurs but women’s business networks were beginning to appear.
“If women are not empowered, half the economy is underused.”
Oman presents an alternative approach to most of the MENA region in
that women seem to be further progressed in the area of
entrepreneurship. Al-Lamky, (2004), studied working Omani women and
concluded in 2004, that they had made admirable progress yet still
faced challenges. She found that Omani women were highly motivated to
work. They felt that their families and husbands were supportive of 12 Gender Overview and Gender Compendium13 Sheikha Yusuf Al-Juffairi
24 13 October 2022
their careers and generally not representative of the predominantly
negative findings in the rest of the region.
Chettiar’s study of Omani women entrepreneurs, (2013) confirmed that
in contrast to many of the other studies of Arab women, where
progress is slow, the Sultanate14 has moved forward in encouraging
Omani women to start their own businesses. She found that ‘women-owner
businesses are showing up as one of the fast growing segments of SMEs and micro-
enterprises in Oman.’ The statistics showed that this participation was
limited to 12% of the active businesses.
Theme Seven - Role Models and Mentors – Al-Lamky, (2004) conducted a
study of working Omani women and there was one question in her study,
specifically relating to female role models and mentors. This was the
first attempt to analyse this topic. She concluded that the concept
of mentors was absent in their work culture and there was a lack of
awareness about the benefits. Al-Lamky recommended further research
into this. It was agreed that there were some senior female role
models, but other respondents, almost 50%, were not sure or
disagreed. Leuenberger, (2006) reviewing the “Global Leaders in the
Middle East” conference, described several prominent female role
models, who were setting a lead example in the Middle East: Sheikha
Lubna Al-Qasimi, the UAE Minister of the Economy, spoke about her
role as a world leader and a model for Arab women. She is also the
first female senior government official in the UAE. Another prominent
leader, Queen Rania of Jordan described her role in promoting
education for women. Qatar’s major role model is the Emir’s wife, HH
14 Sultanate of Oman
25 13 October 2022
Sheikha Mozah bint Nasser al Missned and her daughter, Sheikha
Mayassa bint Hamad al-Thani who follows in her footsteps, is the most
powerful woman in the art world.
Sheikha Al Qasimi was the most powerful women in the Arab world in
201015 and an important role model for women leaders, according to
Aguirre, (2011). As the first female in a male dominated industry,
she described a very “tough challenge”. Aguirre described the importance
of Arab women setting an example. Sheikha Hanadi Al Thani16, another
role model for Qatar, and a graduate of Qatar University and the
London School of Economics, described how she was unemployed when she
returned to Doha. Her volunteer work came to the attention of the
Emir’s wife, Sheikha Mozah and this led to the establishment of the
Qatar Ladies Investment Company, which launched her career. Al Thani
strongly believes that a desire to help her country and the need to
push beyond her personal boundaries has achieved her success. Al
Qasimi summed up for Aguirre: “We are the bridge that the young women walk on
today”.
A study of Emirati women managers looked at managerial career
development and professional identity construction in the UAE,
concentrating on issues such as identity, culture and traditions,
Omair, (2008). It also commented on Metcalfe’s research (2008), which
highlighted the absence of female role models.
15 Forbes 2010 List of the world’s 100 most powerful women16 sheikha Hanadi bint Nasser Al Thani is one of Qatar’s most successful businesswomen. She is the founder and chairperson of Amwal, CEO of Al Waab City Real Estate development project and deputy CEO ofNasser Bin Khaled Al Thani & Sons Group. Sheikha Hanadi started her career as a lecturing assistant in the Economics Department of Qatar University before establishing the Qatar Ladies Investment Company (now known as Amwal) in 2008. http://www.arabianbusiness.com/100-most-powerful-arab-women-2013
26 13 October 2022
Robbin’s, (2011) management text, with a section on Arab leadership
development, highlighted that there are examples of prominent female
leaders in the Arab region who have broken through the constraints
and reached decision making positions. Success was attributed to
their family and male family connections17.
Sikdar and Mitra’s research, (2012) is the only study, whilst
focusing strongly on women striving to work in a culture of Islam,
which highlighted that the Prophet Muhammad’s wife Khadija, was a
Muslim business woman and role model, cited in the Quran.
Arar, (2010) in his study of Israeli and Palestinian women
principals, found that both his subjects agreed their fathers were
their role models from an early age and encouraged them to study,
educate themselves, work hard and progress in their careers.
McKinsey’s research, (2012) described this as women “finding their voices
and inspiring others to achieve progress”.
Marmenout, (2009) provided a detailed background of culture and
traditions appertaining to Arab women, seeking education and
employment and reinforced the view that, according to some evidence,
‘role models are starting to emerge’.
Theme Eight – Legislation and Politics - A report from Moghadam,
(2005) described the prominence of women’s rights in policy debates
and advocated that a larger role for women in the economy and society
was vital to the MENA region’s progress. It referred to the
prevalence of gender discrimination built into cultural and
patriarchal family structures. An important point made by Moghadam is17 Wasta - http://www.dubaifaqs.com/wasta.php - see footnote 11.
27 13 October 2022
the slow reform of family law in some MENA countries, for example,
Morocco, which has recently developed a ground-breaking law
consistent with Islam, yet providing equality of rights for women.
Chettiar’s (2013) study of Omani women entrepreneurs, highlighted
that the Omani legal framework for small businesses has already
established their right to do business, like men, once they reach the
age of eighteen. There is no distinction made between the types of
activities for men and women.
Salem, (2011), when reviewing the role of women and use of social
media as female activists, highlighted that ‘Arab women in particular have
become more engaged in political and civic actions’, playing a critical role in
changes that have swept the region. Communication through the use of
social media such as Facebook and Twitter has played a major part in
the Arab Spring18.
Finally, the issue of nationalization quotas for women in the
workplace in all MENA countries is dependent on government
legislation. Such quotas already exist in Saudi, UAE, Oman and Qatar
but are not always seen as positive action. An opposing position is
taken by Lootah and Simon, (2008) whose survey concludes that ‘Gulf
CEOs recommend that nationalization policies be part of the broader labor strategy aligned
with current and future growth sectors of the economy and that the subsequent demand of
professions be matched with the supply of graduates from the education system.’
18 Arab Spring refers to the democratic uprisings that arose independently and spread across the Arab world in 2011. The movement originated in Tunisia in December 2010 and quickly took hold in Egypt, Libya, Syria, Yemen, Bahrain, Saudi Arabia, and Jordan. http://www.sourcewatch.org/index.php?title=Arab_Spring
28 13 October 2022
A later article from Big Project magazine, (2013) takes a different
view, arguing that there is a resurgence of nationalization
programmes linked to the recent political unrest and is an attempt to
quell the restless unemployed youth in troubled countries with high
youth unemployment levels. Companies face penalties for failing to
meet nationalization quotas and can be forced out of business. All
GCC countries have been providing increased employment for nationals,
to avoid further unrest. Because of the less favourable working hours
and pay in the private sector and the smaller number of jobs
available in the public sector, women are again at a disadvantage.
Another factor is the high ratio of expatriate workers to nationals.
In Qatar, it is one of the highest – Qatar’s population is currently
around 87% expatriate workers and has one of the lowest unemployment
rates at 0.5%. Women nationals are facing the task of competing with
men for fewer jobs in a narrowing sector with greater constraints.
2.5 Category c) Qatar Specific Studies and Reports, including
Role Models and Mentorship Programmes
Focusing on Qatar, the literature available decreases. A study from
Bahry and Marr, (2005) begins the analysis of issues faced by Qatari
women leaders entering education. The phenomenon of gender imbalance
in student enrolments is identified as highly unusual, particularly
at graduate level, where over 70% are women. This report highlights
the pivotal role of Sheikha Mozah as a role model for female leaders
in Qatar. In contrast with other research which focuses on the GCC
countries, this report focuses directly on Qatar, analysing the
reasons for gender discrepancy in the workforce and leadership
29 13 October 2022
representation. Some female role models in Qatar have overcome the
prevailing gender discrimination in innovative ways. Al-Obaidli,
(2011). Al-Obaidli developed her own style of Abaya and Thobe
management whilst working in the public sector.
Fenton, 2012, summarised the position for Qatari women in relation to
the job participation rates and their high educational achievement
and revealed that they are still facing cultural constraints in the
labour market. She referenced Omair’s report, (2011) and highlighted
that the country’s National Development Strategy places support for
women’s development high on the national agenda.
3 Methodology
3.1 Strategy
The literature review evidenced that although there was a reasonable
amount of research on the subject of female leadership in the MENA
region, the majority had been spread over the last decade. The more
recent studies revealed that little had changed. There was little
evidence of the existence of formal role models or mentoring programs
for women. Gaps identified in the literature review revealed that
women in the MENA region were still attempting to overcome the same
constraints with little progress some ten years later, despite the
recommendations to government. This research has updated the
research for Qatar and tabled recommendations for Qatari senior
leaders to promote women’s position in society.
The researcher’s decision to use a Social Constructivist approach
with primarily qualitative data collecting methods, was based on the30 13 October 2022
following reasons: the cultural nature of the subject required
careful, personal involvement and interviews would drawn out the
nuances and detail rather than full quantitative data collection.
The studies identified in the literature review followed this
methodology, acknowledging the need for careful, sensitive
questioning of the participants, taking account of cultural
restrictions, modesty and confidentiality of the interviewees.
Robson, (2011) states: “The central aim and purpose of this type of (qualitative)
research is (to further our) understanding …” of the topic.
Qatari nationals do not respond well to written requests for
information, therefore face to face interviews and telephone
interviews are the most effective methods to engage them. This is
the second main reason why a qualitative rather than quantitative
methodology was chosen. A small survey was a secondary source for
data collection, although a low response was envisaged.
Consequently, the methodology was designed to be mainly qualitative
and in two stages:
Stage one: primary interviews with six high profile role
models/leaders to ascertain how they had become successful and what
motivated them. The interviewees were from different sectors
(corporate, public, NGO). They agreed to participate in this
research.
31 13 October 2022
Stage two: a secondary quantitative survey, with some open-ended
questions to support the qualitative approach, intended to provide
additional data and targeting women in a wider catchment in Qatari
society, including expatriate Arabs. From the data, it could be
ascertained whether there are different lessons to be learned from
Arab women in general. The survey was distributed online using the
SurveyMonkey tool, through a variety of sources. The distribution
sources comprised:
• A professional women's network in Qatar, distributed through
social networking tools
• A group of younger Qatari students via their tutor
• Colleagues at the researcher’s workplace who are Arab
expatriates
The survey targeted Arab nationals only, working in a professional
capacity or studying in Qatar at or above under-graduate level. All
respondents received an explanatory email about the research with a
link to the online questionnaire and were invited to complete the
survey. The questionnaire is available in the appendices.
SurveyMonkey was chosen because of its ability to analyse the data
automatically, provide charts and download reports.
The interviews and short online survey were chosen as the two primary
methods for data collection for the following reasons:
A focus group would not be appropriate since women would not have
been comfortable speaking about these issues in front of others.
These are considered private matters and secondly, access to busy
32 13 October 2022
female Qatari leaders is difficult for one to one interviews.
Scheduling a larger group would have been almost impossible.
A larger reach survey/questionnaire was not chosen because of the
likely low response rate. In this part of the region, the response to
online requests for information is very low. There is a low tolerance
for large amounts of written information. Most important information
exchange takes place verbally.
3.2 Design of the Research Approach
When designing the survey instruments, the researcher took account of
Bryman’s, (2008) guidance, that for semi-structured interviews,
access to busy leaders and managers for interviews can be difficult
to arrange. It was necessary to be sensitive to their time schedules
and preferred location for the interview. Consequently, the
interviews were limited to 45 minutes duration. This confined the
number of questions in the schedule.
The questions for the interviews were designed to elicit responses to
the known gaps, barriers and challenges emerging from the literature
review. The studies in the literature review had identified gaps
related to female leadership programmes. It was important to
determine whether the interviewees had similar experiences and if
they had recommendations to offer.
The online survey was designed with a similar purpose but with a
wider audience than just Qatari national women. The survey
distribution was aligned with the literature review, where the
33 13 October 2022
studies reviewed were from the MENA region and narrowed down to
Qatari nationals, which is the focus of this dissertation.
The interview questions and the online survey questions were piloted
and small changes made to the questions. In the question development
process, the design was undertaken with care and took several
iterations. The use of SurveyMonkey as a tool for developing the
online survey, was valuable for the question design, since it is
intuitive, allowing different question types, as referred to in
Oppenheim, (1992), rerouting of questions, different sections to the
questionnaire, automatic data analysis, three different methods of
sending out the survey online and downloading of analysis reports.
During the survey design stage, it was possible to preview the
questionnaire at each stage, test it by answering the questions, and
then move the questions around if it appeared that they did not flow
easily or intuitively.
3.3 Administration of the Data Instruments Online survey
An invitation email with a link to the online survey, was sent out to
the three selected sources. The online survey collector function in
SurveyMonkey allowed daily access to monitor the returns. A three-
week cut-off point was determined, when it was clear that no more
responses were forthcoming.
Interviews
An invitation email was sent to the interviewees, to arrange a
convenient date and time for the interviews. These were conducted,
34 13 October 2022
and a follow-up thank you email sent to each of the participants,
confirming confidentiality of the data. The interviews were
transcribed prior to data analysis.
3.3.1 Primary Research - Interviews
The researcher contacted each interviewee by email, outlining the
aims and purpose of the research, offering them an opportunity to
confirm their willingness to participate, to choose the date, time
and location of their choice for the interview and to have sight of
the questions in advance of the interview. This ensured an
opportunity to fully understand the questions and address any queries
beforehand. An Arabic translator was not required and the questions
for the interview were not translated into Arabic, since the
interviewees spoke reasonable English. The researcher had met them
all before the interviews to establish initial contact, some three
months prior to the research commencing. The emails were followed up
with a phone call, confirming final details for the interviews.
Bryman suggests that an interview guide can also serve as an “aide
memoire” for the interviewer - a semi-structured interview may flow
more casually than a formal one. The researcher was reminded by
Sapsford and Jupp, (2006), that it is important for comparability of
the data, that each respondent should be given the same questions and
these be presented in a standard way in each interview. This guidance
was complied with in this research. The interviews were recorded with
the permission of the interviewees so they could be transcribed. An
assurance was given that the data would be deleted once the
dissertation had been completed and submitted.
35 13 October 2022
3.3.2 Primary Research – Online Survey
The draft questionnaire was piloted with two female Arab colleagues
and small changes were made following their feedback. It was then
launched online using SurveyMonkey. An email was submitted to the
participants with a link to the survey. The participant groups were
chosen because of their likely access to the target group and
possible high response rate but there was no way to control this.
Therefore the targeting and the response rate were random.
There are two approaches to analysis of the data – content analysis
and grounded analysis, described by Easterby-Smith et al, (2010).
The researcher’s decision to use a grounded approach was based on its
being the more flexible of the two, whereby the structure is derived
from the data, rather than imposed and this is more consistent with
the social constructivist methodology. The intention was to
systematically analyse the data and highlight themes, patterns and
categories that will be declared in the findings. Easterby-Smith et
al offer a seven-stage approach to assist with the analysis, which
the researcher employed:
• Familiarisation
• Reflection
• Conceptualization
• Cataloguing concepts
• Re-coding
• Linking
• Re-evaluation
36 13 October 2022
Likert’s (cited in O’Leary, (2004) five point scale is one way to
provide structure to the coding of the data. Coffey and Atkinson,
(1996) offer advice on concepts and coding for key themes and
patterns in the data and suggest a simple framework, derived from
keywords, events and categories coming from the literature review.
“Key variables and concepts can be derived from the research literature.” Good practice
recommends using existing literature from the review, to find
measurable variables that have proven reliable in previous research
studies. This is a systematic approach and has value over pre-
empting the categories. However, this was not the only method used –
other themes emerged from the data or interview transcripts and
flexibility was required.
3.3.3 Analysis of the Primary Research
Interviews
Each interview was transcribed and expanded into a synonymous format
for data analysis. A table was prepared with each question, so that
comparisons could be made and themes identified. Two of the
participants had provided their own written responses to the
questions and these were incorporated into the table verbatim.
An analysis of the transcriptions revealed a number of common themes
emerging from the data.
• Father/grandfather/mother/husband as early role models• Need for formal mentor programs - lack of women’s
leadership/formal mentor programs in Qatar – linked to national development strategy
37 13 October 2022
• Variety of other continuing role models – managers, formal mentors, work colleagues in higher positions, celebrities and government figures or leaders etc - national figures as role models such as rulers, diplomats, public figures
• Qualities in role models and mentors• Importance of education and qualifications, professional
development, research and professional updating• Identity as a Qatari women• Travel and understanding and experience of other cultures –
broaden experiences• Personal charity, need to help others, the society in Qatar,
give something back, serve the community – it is a duty, make a difference, stand out from others
Surveys
The full data from SurveyMonkey was exported into an Excel
spreadsheet. The Excel format allowed for sorting of the data by
various fields. SurveyMonkey allowed the production of charts from
each question based on the full responses – these are available in
the appendices.
Themes from the interview data also occurred in the online survey
data analysis. For example, participants had been influenced by role
models or mentors; this had taken place in the family and workplace;
it had influenced their careers and education choices; there was a
range of qualities they admired and emulated in their role models and
mentors; they agreed that the support of a role model or mentor had
helped them to achieve greater success in their career; several cited
a female leader they admired as a role model. There were similar
barriers that limited their career progress; three cited their father
38 13 October 2022
as being an influential role model, which correlates very strongly
with the findings from the interviewees.
3.4 Research Ethics
Having worked for over two years with Arab expatriates and Qatari
nationals, the researcher was aware of cultural issues. For example,
interviewer style of dress should be modest and respectful to reflect
the culture of the interviewee; language of the interviewee should be
facilitated (ie provide an Arabic translator if required) to ensure
that the questions were fully understood. Conduct should take account
of cultural differences, as we are reminded by both Wisker, (2008)
and Sapsford and Jupp, (2006). Not all Qatari women will be
comfortable shaking hands and some may be wearing the Niqab (veil)
during the interview, which means that body language is difficult to
interpret.
The researcher needed to consider confidentiality of the interviewees
and the data. All interviewees were assured of this. This was
particularly important for Arab Muslim females. A copy of the
interview transcript was offered to the interviewees and also a copy
of the final report will be made available to them, once marked and
moderated.
4 Findings
4.1 Data Analysis
Prior to detailed discussion of the data and forming conclusions, it
is important to reflect back to the main research question and sub-
39 13 October 2022
objectives of the study, to check whether these have been answered by
the data and consequent analysis.
Main Research Question:
How, and to what extent, have female role models influenced female
leaders in Qatar?
Research Sub-objectives:
Identify and explain the influence (if any) of role models on both
existing female leaders and developing female leaders
Explore the values, traits and cultural differences passed on from
female role models to their mentees and followers
Identify a series of themes that will inform the development of
key training objectives for aspiring female leaders
The interview questions were constructed to answer the research
question and objectives with open ended questions for responses. The
question schedule can be seen in the appendices but an example of one
of the questions is Question one which asked directly whether the
interviewees had ever encountered a role model or mentor in their
lives and in what circumstances. Question four determined how this
had impacted their lives. The questions were designed to establish
their career path and elicit the influence of any role model or
mentors.
The online survey questions were designed to give a more informative
picture of Arab women in general, not only Qatari women and more
quantitative data to substantiate the interviews. The questions
40 13 October 2022
followed a logical sequence, beginning with demographic detail, and
succeeded by questions about the influence of role models and
mentors, mirroring the questions in the interview schedule. The main
difference being these responses would provide quantitative rather
than qualitative data, although an opportunity was provided for text
answers to some of the questions.
4.1.1 Primary Data – Interviews
Demographic Profile
The research engaged five Qatari female leaders and one Bahraini
female leader, ranging in age from 26 to 40 plus, all of them living
and employed full time in Qatar.
Interviewee number
Description
1 General Manager of a community training organization, delivering training to women and othertarget groups
2 Co-founder and Managing Director of a small NGO delivering support and training to women aiming for entrepreneurship and personal development
3 Employee working for public sector organisation in Qatar (Ministry)
4 Employee working for a large private sector organisation in Qatar (Telecomms industry)
5 Employee working for a large private sector organisation in Qatar (Telecomms industry)
6 Employee working for a large private sector organization in Qatar (travel sector)
The interviews revealed a number of interesting and supporting
statements to the data from the literature review undertaken for this
study. The data revealed many similarities between not only the views
41 13 October 2022
from the literature review but also between the six interviewees
themselves in terms of their role models and the paths they had
followed to success. The interview data and the survey data confirmed
the presence of role models and mentors, from early childhood right
through to their current roles in the workplace.
Early role models were confirmed in the main as male, ie the fathers
and other male family members, and not until later in their careers
and work pathways, did female role models and mentors feature. The
main research question is only partly confirmed. This is
substantiated by the literature review in that Madichie, (2012),
Sayed, (2004), Al-Lamky, (2004), Aguirre, (2011) and Arar and
Mouchantaf, (2013) all provided evidence of fathers as early role
models and active change agents in the lives of successful female
leaders. Maternal influence was not mentioned.
Some useful suggestions were made by the interviewees, concerning
career pathways for future female Qatari leaders. This was also
identified as a gap in several of the studies in the literature
review and confirms the data - Omair, cited in Akar and Mouchantat,
(2012); Marmenout, (2009); Aguirre, (2011); Tlaiss, (2011); OECD,
(2009). The later study by the World Bank (2013) which reiterated the
same, had still not been acted upon.
The data revealed a number of common themes coded in the data.
1. Father/grandfather/mother/husband as early role models2. Variety of other continuing role models – managers, formal
mentors, work colleagues in higher positions, celebrities and
42 13 October 2022
government figures or leaders etc - national figures as role models such as rulers, diplomats, public figures
3. Qualities in role models and mentors to be emulated and admired 4. Identity as a Qatari women to be valued, developed and promoted 5. Importance of personal charity, need to help others, the society
in Qatar, give something back, serve the community – it is a duty,make a difference, stand out from others
6. Travel and understanding and experience of other cultures – to broaden experiences
7. Importance of education and qualifications, professional development, research and professional updating
8. Need for formal mentor programs - lack of women’s leadership/formal mentor programs in Qatar – linked to national development strategy including entrepreneurship programs for womenlinked with leadership and personal development
9. Bias between expatriates and nationals and lack of understanding of Qatari women
10. Contribution of men’s support to the success of women versus theorganisations with patriarchal management systems
Expansion on the Themes Identified in the Interviews
1. Fathers as Early Role Models
Five out of the six interviewees cited their fathers as their first
and most important role models in their early lives and a key
influence on them. Other additional early role models mentioned
included mothers, grandfathers and uncles. Interviewee One explained
“The first model had an impact in my life is my grandfather who taught me volunteer work
and love of others, and then my father …”19. She explained the great influence of
her grandfather and father on her in understanding the value of
19 All direct quotes from the interviewees are in their own words, which, since Arabic is their first language, may not be in perfect grammatical English.
43 13 October 2022
helping the community, especially the needy, giving back being a duty
and an integral part of Islam to be of service to others.
Interview Two explained “My Dad – people would say, who is your role model, is it a
woman?” Her explanation of this was the normal expectation being that
the support for women came from women. Interviewee Four stated that:
“My first role model in my life was my father. He was an Ambassador. My other important
mentor was my husband for the last five years – he has encouraged me professionally and
academically.“ The description of support provided by these familial
role models took various forms: encouragement, advice and guidance;
information and help in the home with childcare whilst studying and
working; leading by example; passing on family and cultural values
and traditions; promoting the value of educational qualifications;
permitting travel abroad to experience different cultures; being
proud of them and their achievements.
2. Other Role Models Cited
The respondents cited a range of other role models and mentors in the
interview discussions, ranging from celebrities to national
government figures and heads of state:
Sheikha Mozah bint Nasser Al Missned, second wife of the current Emir of Qatar
Princess Diana of United Kingdom, late wife of Prince Charles Marilyn Monroe Sheikha Mayassa, Sheikha Mozah’s daughter, Qatar CEO, Intel Sheikh Hamad bin Khalifa Al Thani, ruling Emir of Qatar Sheikh Jasim bin Hamad bin Khalifa Al Thani, third son of the current
Emir of Qatar
44 13 October 2022
Sheikha Hind bint Maktoum bin Juma Al Maktoum, first wife of the ruler of Dubai
Maha Al Ghonim, CEO Global house Investments, Kuwait Dr Hanan Al-Kuwari, CEO Hamad Corporation, Qatar Ex HR Director, Vodafone Qatar
3. Qualities in Role Models and Mentors
The interviewees cited the following behaviours or qualities in their
role models and mentors as being important and which they would seek
to emulate:
Compassion, charity and helping others – described by Interviewee One
“Persistence, overcoming challenges and their strategies to do this; how - watch out for some who is out of the norm, someone who is not walking the same line as everyone else”-Interviewee Two
“Being able to break the mould, do something different, break with tradition”- Interviewee Three
“Professionalism; wisdom; be able to create a balance between traditional culture, values and modernity, between religion and globalism; the need for education and the benefits of travel” – Interviewee Four
“Being responsible; having a goal; taking risks; taking professional life very seriously; being a role model to others; making a difference in society and other’s people’s lives” – Interviewee Five
“Giving equal respect to others and valuing the individual; having a liberal attitude; have the opportunity to reach one’s potential; be well educated and travelled; show respect, confidence and harmony to other women in their work and life balance; everything can betaught if you are willing to learn” – Interviewee Six
4. Identity as a Qatari Woman
Interviewee Three described the importance of her identity as a
Qatari woman and the need to defend it to others on occasion. Wearing
45 13 October 2022
an Abaya20 in Qatar for her was not a choice but an expectation of her
as a Muslim woman. Having experienced life in Bahrain in her youth,
she had a different view of tradition and culture compared to many
young Qatari women. This experience continued into her working life.
She wished to change the negative view of life for women in Qatar and
build her own positive identity.
Interviewee One felt very strongly that the impact of her father’s
influence and the family values of charity and helping others, was
instilled in her as she grew up and had contributed to her need to
help the community, an important aspect of her character and
personality. She believed that a key tenet of her ongoing work was to
help women change their negative perception of themselves. She
explained that women on her programme often told her: “(they say) - you are
our ideal and we have learned from you a lot.”
5. Importance of Personal Charity, Need to Help Others
Interviewee One had grown up in a family which strongly believed in
helping others, giving back to the community and that charity should
begin at home. These values remained with her and she believed it was
her duty to help others in Qatari society. One of the ways she
achieved this was by supporting other women, setting them an example
and being a role model. Her own family were taught basic life-skills
such as cooking and working on the family farm. She described her 20An outer garment worn by women in some parts of the Middle East, particularly Saudi Arabia. It is long-sleeved, floor-length, and is worn from either the shoulder or the top of the head. The abaya is worn over street clothes when a woman leaves her home, and is designed to be loose and flowing, hiding the "curves" of the body. The abaya usually opens in the front, with overlapping layers or closing withsnaps, ties, or a zipper. The abaya is worn with a scarf which covers the hair (Shayla), and perhaps a veil which covers the face (Niqab). http://islam.about.com/od/glossary/g/abaya.htm
46 13 October 2022
early life: “We had a very large farm and my grandfather divided this farm harvest
between us and the poor, even animals and was very compassionate with all categories,
especially the poor, children and the elderly, …. I have learned a lot from him”.
Interviewee Four learned about the values of family, education and
culture from her father and her mother. Her mother was and still is,
very conservative, passing on the important message to preserve a
woman’s reputation and privacy from the media.
6. Travel and Understanding of Other Cultures
Interviewee Three spent time in her youth in London and grew to
appreciate a different culture. She also grew up in Bahrain and
experienced the breaking of cultural traditions with which she was
familiar. This conflicted with views held in Qatar when she lived
there permanently. Having an English mother and dual heritage, she
was viewed differently by Qatari women, because of her appearance,
but also her more liberal views.
Interviewee Four’s father was an Ambassador and the family travelled
and experienced cultural diversity. She also spent two years in
London, learning to adjust to different traditions and cultural
values.
Interviewee Two travelled abroad for studies and experienced other
cultures. Interviewee Six also studied in Birmingham for her PhD,
moving there in 2002 with family. She learnt to manage being a full
time mother and student.
47 13 October 2022
7. Importance of Education and Professional Development
Interviewee Three was advised early in life by her father, to acquire
an education should her marriage fail or if she pursued a career. She
learnt from her father that qualifications were her tool for
independence. He encouraged her to study and improve.
Interviewee Four was encouraged by her husband to gain professional
and academic qualifications supporting her with childcare. He
encouraged her to undertake an MBA and leadership programmes in
America and Morocco. He travelled with her, looking after the
children.
Interviewee Three struggled to integrate with other students when she
commenced her Bachelors degree in the UK and she needed to do much
research to gain an understanding of topics and be able to join in
discussions successfully.
Interviewee Six gained insight into how to manage family demands when
studying in the UK, learning how to be independent, a full time
mother and student.
Interviewee One was encouraged by her husband to undertake a PhD. He
supported her with time to study, funding and assisted her with her
studies.
Interviewee Two, despite having formal academic qualifications and
participating in an international mentoring program with the Cherie
48 13 October 2022
Blair Foundation, promoted her professional development with online
self-assessment tests and training. She described her approach: “If
could do it personally, that’s how I would do it, but I am very straightforward and blunt, so I
would actually ask people, saying this is what I lack …” However, time was critical
issue for her, working 10-12 hours a day and attending to family.
Interviewee Three believed in a self-help approach, undertaking
research and reading, following high profile figures across a wide
range of sectors.
8. Formal Mentoring and Leadership Programmes for Women
Interviewee Two described her participation in the Cherie Blair
Foundation Mentorship Programme for women entrepreneurs but who need
to develop leadership skills. She found this methodology
professional, rewarding and supportive, and duplicated it for her
Center. She attended formal leadership programmes in the USA and
Morocco. The personal mentorship with CBF ends soon, after two
year’s duration, but she will find a replacement, as she firmly
believed that this was a necessity for her professional development.
She explained: “I think that two years is enough with one mentor, so that will be ending
in October and I will need to look for another mentor.” There is another programme
which runs between Enterprise Qatar and Mowgli21 but it was not as
flexible as the CBF program. Mowgli is running with other
organisations in Qatar.
21 Mowgli is an award winning, UK-headquartered mentoring organisation founded to support the sustainable development of societies through the mentoring and evolution of entrepreneurs and leaders. http://mowgli.org.uk/
49 13 October 2022
Interviewee Two also used self-assessment testing processes and
utilised other forms of training, to address her need. She described
how in the Qatar National Development Strategy, women as leaders will
be addressed at a later date. In preparation, universities in Qatar
are running opportunities for young people to develop their debating
and discussion skills, ie Doha Debates. Her opinion was: “This is where
direction is going - women learning to use their voices. So not ready but this is a part of the
preparation for tomorrow.” Her Center is running a new programme, in
partnership with the US State Department, which includes personal
development, confidence building and leadership.
Interviewee One offered personal development and leadership training
as part of a national empowerment programme for women in her Center.
Interviewee Four set up her own internal leadership programme in her
workplace and this includes mentoring, which is now on its third
cohort. We also discussed homeworking initiatives22, which have been
piloted in Qatar and the Scott-Jackson report (2010), which
recommended entrepreneurship as a solution to encouraging women into
the workforce.
Interviewee Six offered workshops and lectures to other women leaders
on her own style of leadership and management – “Abaya and Thobe
Management”.
22 For example the Ooredoo/ictQATAR Modern Office project which has been running over a two period, 2011-2013
50 13 October 2022
9. Bias Between Expatriates and Nationals and Lack of Understanding
of Qatari Women
Interviewee Three believed that people in Qatar do not mix well. This
general mentality must change and her philosophy was that changing
one person could make a difference. Many of the Qatari women in her
workplace did not understand her attitude and the way she worked with
male colleagues, but gradually she felt they were beginning to. She
felt it was important to challenge the existing culture
incrementally. Her wish when asked was: “Be the change that you want to see in
others.”
Interviewee One, after listening to discussions in the Majlis23 with
her father as a younger child, now felt able to discuss a wide range
of subjects successfully with men.
Interviewee Four wanted to pass on the lessons she had learnt. She
also described the bias that she had encountered between treatment of
Qatari nationals and expatriates and believed that expatriates did
not take the time to understand Qatari women.
10. Men’s Support to the Success of Women
In parallel with theme one, men as role models and in particular,
fathers, have featured as strong supporters to the successful women
interviewed. This was echoed strongly by Interviewee Five, who when
asked if she had any additional comments, stated: “It is important to
23 Majlis is an Arabic term meaning "a place of sitting", used in the context of "council", to describe various types of special gatherings among common interest groups be it administrative, social or religious in countries with linguistic or cultural connections to Islamic countries. The term Majlis is used to refer a private place in or adjacent to the family home, where guest are received and entertained. http://en.wikipedia.org/wiki/Majlis
51 13 October 2022
mention the support we receive from our male colleagues as well. They do contribute
significantly in the success of women.”
4.1.2 Primary Data – Online Surveys
Demographic Profile
There were thirteen respondents to the survey, all Arab nationals and
from a range of MENA countries.
The respondents ranged in age from 25-34 (7) to one in the over 55
range. The majority had lived and worked in Qatar for over five
years. Seven of the respondents had Bachelor degrees and five had
Master’s degrees. Ten of the respondents worked and one was an
entrepreneur, one unemployed and one a student. The final respondent
had given up her full time job after a long period (26 years) in the
same industry.
52 13 October 2022
Role Models and Mentors
In regard to role models and mentors, the majority (12) wer
influenced by a role model or mentor. The settings varied from: the
majority in the workplace, followed by experiences within the family.
Eight of the respondents were influenced to pursue further
qualifications by their role model or mentor and six to further their
careers. The full survey data are available in the appendices.
When asked about qualities in a role model or mentor the respondents
admired or wished to emulate, they made multiple selections from a
comprehensive list:
53 13 October 2022
A positive attitude (10) was the most popular quality to be admired
and emulated in a role model or mentor, followed by honesty (8) and
leadership (7).
The majority of respondents believed the support of the role model or
mentor helped them to achieve success in their careers and improve
their skills (11). When asked how the role model or mentor influenced
them, the responses were:
Respondent number
Response (respondent’s own words)
1 Go to University and take other action2 Postgraduate study3 My late father was and will always be the great
leader in my life to the extent that I became like him in the eyes of my family and the outside world and I am very proud of it.
4 Developing my skills and going after what I believe to achieve my goals
6 By giving some advice and support7 Go to University8 By giving me advice and providing opinion by
convincing me9 It supported me through dealing with challenges and
(I) became more outcome oriented.10 Take a degree
Some of the themes from the interview data also occurred in the
survey data.
Participants had been influenced by role models or mentors - this had taken place in family and workplace
The mentors had influenced careers and choices of education There was a range of qualities admired and emulated in role models
and mentors
54 13 October 2022
They agreed the support of a role model or mentor had helped them achieve greater success
Several cited female leader/celebrity/national public figures whomthey admired
There were similar barriers limiting their career or work progress
Three had cited fathers as being the most influential role model in
their lives, which correlates strongly with the interview findings.
4.1.3 Summary of data analysis findings
The interviews with the six Qatari leaders and the thirteen survey
respondents have provided a rich source of data to confirm and
validate the studies in the literature which lighlighted certain gaps
and areas for further research. The sympathetic and qualitative
approach to the data collection has resulted in promising findings
which point to areas for further research and recommendations in line
with the research objectives.
5 Conclusions and recommendations
5.1 Analysis and discussion
Main Research Question:
How, and to what extent, have female role models influenced female
leaders in Qatar?
The data from the research established that for the majority of the
interview participants, the early role models were not females.
Therefore, the primary qualitative data from the interviews does not
substantiate the main research question. The interview data showed
that for five out of six of the interview participants, their fathers
55 13 October 2022
were their early role models, influencing their educational and life
choices. This is substantiated by the literature review by Madichie,
(2012), Sayed, (2004), Al-Lamky,(2004), Aguirre, (2011) and Arar,
(2010), who all provided evidence of fathers as early role models and
active change agents in the lives of successful female leaders. The
quantitative survey data, which represents a wider female Arab group,
reflects a different picture with a range of male and female role
models. Maternal influence for interview participants was not a major
factor.
Research Sub-objectives:
1. Identify and explain the influence (if any) of role models on both
existing female leaders and developing female leaders
2. Explore the values, traits and cultural differences passed on from
female role models to their mentees and followers
3. Identify a series of themes that will inform the development of
key training objectives for aspiring female leaders
5.2 Overall Conclusions
Sub-objective One
The majority of interviewees and survey respondents indicated they
were influenced by a role model or mentor, with the exception of one
of the thirteen survey respondents. That equates to six interviewees
and twelve survey respondents, eighteen out of a possible nineteen.
The data analysis further confirms these influences were mainly
positive and reinforcing, making a difference to their work and
56 13 October 2022
career choices. This confirms the first sub-objective and reiterates
the focus of the small number of studies in the literature review
which raised the issue of role models and mentors and highlighted
several prominent female leaders who were already promoting this
need. Al-Lamky, (2004); Leuenberger, (2006); Aguirre, (2011); Omair,
2008); Robbins, (2011); Sikdar, 2012); Arar, 2010) and finally
Marmenout, (2009) all confirm this. McKinsey’s research in 2012 about
women “finding their voices and inspiring others to achieve progress” echoed the
sentiment of Interviewee Two who described the Qatar’s preparation in
its national development strategy for women as: “This is where direction is
going - women learning to use their voices. … this is a part of the preparation for
tomorrow.24” The data from the interviewees confirmed the literature
studies that leadership and mentor programmes were needed for women
to develop their skills and become influential in society.
Sub-objective Two
Data from interviewees and surveys highlighted comprehensive lists of
qualities and traits in role models and mentors, which were chosen by
the participants and there were similarities between the two sets.
There was little evidence in the literature review that this topic
was studied. One study out of the thirty-three in the literature
review, researched qualities and characteristics in Arab female
leaders and that was Aguirre, 2011. This research did not include
generic female leadership findings, which would have highlighted
qualities and characteristics of leaders. Aguirre’s research analysed
qualities in the next generation of female Arab leaders and she
described these as: ‘constant improvement, studied discomfort and 24 Participant’s own words
57 13 October 2022
quiet confidence’. This dissertation has provided more detail on
qualities and traits which will be of use to organizations developing
leadership and mentoring programmes for female leaders.
Comparison of the two sets of qualities from the primary data is
avaialble in Appendix (7.20). The survey respondents were given pre-
determined qualities to select from and the interview participants
determined their own suggestions for qualities and traits. Therefore
the two lists are different. The single quality agreed on is that
‘leadership/leading by example and being a role model’ are important qualities.
Sub-objective Three
Several training models were identified in the literature review for
bespoke leadership and mentoring programmes. Omair, cited in Akar and
Mouchantaf, (2012), Marmenout, (2009), Aguirrre, 2011) all recommend
formal programmes. Oxfam, (2008) tested out Action Learning Sets
which proved successful and several other studies concentrated on
examples of Arab female entrepreneur programmes (OECD, (2009),
Livani, (2007), Scott-Jackson, (2010), Al-Lamky, (2004), Chettiar,
(2013). All confirmed that encouraging female entrepreneurship was
an effective way to overcome barriers experienced by women entering
the workforce.
This research confirmed that the recommendations are still valid. For
example, entrepreneurship support for females; formal leadership and
mentoring programmes were all mentioned as important in the
interviews. Examples are: Interviewee Two’s own organization
developed a mentoring and leadership programme for females and has
just celebrated their “Mashroui” (My Business) programme’s first 58 13 October 2022
group graduation from twenty-five female entrepreneurs. Interviewee
Four developed an in-house leadership and mentoring programme for
females, which is in its third cohort. Interviewee Six developed her
own style of management which she delivers at workshops and
conferences.
Conclusions
1. The study has confirmed that there is still a valid need for
formal, bespoke leadership and mentoring programmes for female
leaders. These should include specific programmes for female
entrepreneurs and the skills to develop business opportunities,
learning from successful programmes in Oman and changing
legislation in countries like Morocco. Examples of successful
programmes include the Cherie Blair Foundation mentoring programme
for women and the Mowgli mentoring programme run by Enterprise
Qatar, both supporting and promoting female entrepreneurs. Three
of the interviewees’ organizations promote their own successful
leadership and mentoring programmes for women.
2. This study confirmed that role models and mentors play a pivotal
role in the success of female leaders in MENA and Qatar, evidenced
by the role models cited in the literature review studies and
primary data from interviews and surveys for this research –
‘leading by example’ being a key methodology. Individual role models
ranged from family members, workplace leaders to national figures
in government, celebrities and heads of state, but the majority of
role models were high profile female Qatari leaders. These leaders
59 13 October 2022
are inspirational to females of all ages in Qatar, the most
influential being Sheikha Mozah Bint Nasser Al Thani.
3. Qualities and traits identified by the primary data warrant
careful consideration when building leadership and mentoring
programmes, to ensure sympathy and understanding with the culture
and traditions of Qatar and the existing role of women. An
important statement highlighted by Interviewee Two, when referring
to her personal business mentor, was that to support a Qatari in
business, the mentor must know how to help, be able to understand
family commitments and how to deal with business communities in
Qatar – local knowledge a key factor in the ability to support and
mentor.
5.3 Limitations of the Study
There are inevitably limitations in a small research study. The
nature of the qualitative methodology and approach requires smaller
numbers of participants and therefore limits results, relying on the
richness of the data.
The research question limited outcomes of the study to Qatari women,
therefore the interviews focused on them as a group. Wider results
could have been attained by focusing on Arab women expatriates as
they are a much larger group. The small survey was intended to
include some responses from this wider group to provide a comparison
with the interview data.
60 13 October 2022
The qualitative approach is further compromised by the difficulty of
access to interviewees who have many competing priorities and by the
nature of their tradition and culture, remain difficult to access for
a private interview.
The final limitation is that of language. Arabic is the mother tongue
for the interview participants and the researcher was fortunate that
all spoke a reasonable standard of English. However, some
transcription required interpretation.
5.4 Opportunities for Further Research and Practice
Recommendation one would be to conduct further research with a larger
interview and survey sample of Arab females, comparing Qatari with
non-Qatari Arab females, to identify whether non-Qatari females are
more able to work successfully in leadership positions in Qatari
organizations (both public and private sector) than Qatari females
and if so, what are the reasons for this difference?
Recommendation two would be to analyse the depth of the Qatari female
need for privacy and modesty in the workplace and the desire to avoid
working closely with men and whether this is sufficient to justify
the high inclination towards female entrepreneurship. Do female
Qataris have a desire to run their own businesses for reasons other
than culture and tradition.
Recommendation three would be to explore closely the finding that
only one of the interview and survey participants indicated a
negative view from the maternal figure in their families, whereas the
majority were supported by their fathers as role models. Fathers
61 13 October 2022
featured prominently as early role models and it would be relevant to
explore further the position of the mother as mentor and role model.
5.5 Reflections on the process
My reflective journal described the journey which I have undertaken
to complete this dissertation. The drafting of the research proposal
took a considerable amount of time, necessitating reading much of the
body of literature for the main study, to form an opinion and write
the objectives. This in itself created a need for high end time
management skills and a realistic workplan for research, the unknown
factor being the data collection.
Attending the Residency and being able to refresh my research skills
was important. In the course of my work over the past ten years, I
have project managed research projects, developed questions, run
focus groups, analyzed data etc, yet it still came as a culture shock
to undertake this major piece of research from scratch and be
completely responsible for it, rather than supervising vendors or
research assistants. I believe this experience has allowed me to
develop a new maturity and perspective for any future projects that I
am involved in.
Time pressures were tremendous throughout alongside demanding full
time employment in a foreign country, away from family support. Many
times throughout the research, I have pondered the viability of
completion within the time scales available and nearing the end, felt
a huge sense of achievement but also relief from the pressure of
deadlines.
62 13 October 2022
The research has provided me with an opportunity to improve my
critical thinking, analytical and writing skills, but also to write
within constraints of deadlines, word limitations and other
boundaries. In particular, I have found the word limitation a
challenge and have developed serious editing skills to cope with
this.
Participating in an online course has also required a tremendous
amount of self-discipline and excellent time management skills, both
of which I already possessed, but which I have had to hone to keep up
with the demands of work and study. I consider myself lucky that my
technical knowledge and expertise has meant that working with an
online learning environment has presented me with few fears and
difficulties. I have learnt new skills with online forums and
learning in an online collaborative manner.
The most rewarding part has been the level of support and co-
operation I have received from the research participants and the
knowledge that outcomes and recommendations from the study will help
and promote their success as leaders. I believe that undertaking this
course has not only validated my experience and expertise, but
updated my professional knowledge and awareness. In the current
competitive job market and at my mature age, this is increasingly
important.
Finally, one of the most rewarding elements of this course was the
opportunity to make the acquaintance of new colleagues from all over
the world and cement future friendships, but also being able to draw
on their vast knowledge and experience whilst undertaking the
63 13 October 2022
modules. Sharing my knowledge and expertise online has been a
different way of learning.
Where will I go from here? I believe that my knowledge and expertise
has been validated and added to and there is an opportunity to extend
the research by working with women’s organisations here in Qatar to
develop an implementation plan for leadership development.When I
return to the UK, I may move into consultancy and this experience has
enabled me to make new business contacts and identify my areas of
strength to be utilized and my weaknesses to be addressed by further
study.
64 13 October 2022
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7 Appendices
7.1 Table 1 – Summary of literature and date published One relevant study produced in 1996 All the other studies reviewed produced in the last eleven years
Date published
Author Shortened title
1996 Abdalla Attitudes towards women in the Arabian Gulf region
2002 Metle The influence of traditional culture on attitudes towards work among Kuwaiti women employees in the public sector
2004 Al-Lamky The Gender Empowerment Deficit2004 Sayed Women, Politics and Development in UAE2005 Bahry & Marr Qatari women2005 Moghadam Reforming family laws to promote progress2005 Worldbank Overview on gender and development in the
MENA region2006 Leuenberger Building leaders for the future2006 Gallant Five case studies of Emirati working women
in UAE2007 Livani MENA gender overview2008 Van Keer
(Hudson)Could the right man for the job be a woman?
2008 Oxfam Peer coaching2008 Fenton (FT) Qatar tackles barriers to women at work2008 Metcalfe Women, management and globalization in the
middle east2008 Lootah &
SimonArab Human Capital Challenge
2009 OECD Women at work2009 Marmenout Women focused leadership development in the
Middle East2010 Al-Jenaibi Differences between gender treatments in the
work force2010 Scott-Jackson Maximising Women’s participation in the GCC
workforce2010 Arar “I made it”…
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2011 Omair Women’s Managerial Careers in the UAE2011 Franze (ILM) Ambition and gender at work2011 Salem The role of social media in Arab women’s
empowerment2011 Robbins Management – Arab world edition2011 Aguirre The nature of women leaders in the Middle
East2012 Aguirre
(Booz)Empowering the third billion
2012 McKinsey Global gender agenda2012 Scott-Jackson The Gulf Arab Leadership Style2012 Madichie A profile of an Arab woman entrepreneur2012 Tlaiss Women managers …2012 Sikdar and
MitraGender role stereotypes
2013 Chettiar Status of Omani women entrepreneurs2013 Worldbank Opening Doors: Gender Equality and
Development in MENA2013 Akar &
MouchantafSocial injustice of women as school principals in Lebanon
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7.2 Table 2 - Educational and work participation rates for womenin MENA region
Education achievement rates for women
Labour force participationrates25
Year Author
MENA region 23%26%28%79%
1990200020052005 (men)
Livani (2007) OECD World Bank report
Saudi Arabia 57%University graduates
12% female nationals6.9% female nationals in the public sector
2008
2009
UAE Yearbook 2010
UAE 70%University graduates
27.5% female nationals62.5 % male nationals
2009 UAE Yearbook 2010
Qatar See separate table below
37% 2005
World comparison: Europe and Central Asia
46%45%45%?73%
19902000200520122005 (men)
25 The figures from the World Bank Report, 2005 includes both nationals and non-nationals (ie foreign workers) in the MENA countries and therefore does not providean accurate picture for Arab women’s participation
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Education achievement rates for women
Labour force participationrates
Year Author
Qatari nationals
20,126 Females15,227 Males
(University level and above - QSA Census 2010)
34.6%36.3%36.0%33.2%34.1%34.6%
200720082009201020112012
Qatar Statistics Authorityreport26
Census 2010
26 http://www.qix.gov.qa/portal/page/portal/qix/subject_area/Statistics?subject_area=183
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7.3 Interview questions
Interview schedule – female role models and mentors in Qatar
Introductions Clarify aim of the research Assurance of confidentiality for the interviewee Permission to record the interview (for transcription purposes only,
then it will be deleted)
1. What is your understanding of the concept of role model or mentor?
Some definitions:
a) “Having a voice and inspiring others to achieve progress” and
“Visibility of senior women – visibility of successful women leaders is raised in a variety of ways” – McKinsey Global Gender report
b) “A person who serves as a model in a particular behavioral or social role for another person toemulate” – www.thefreedictionary
c) “An individual who is looked up to and revered by someone else and who other individuals aspire to be like. It may be someone you know and interact with on a regular basis or someoneyou have never met, like a celebrity” – www.businessdictionary.com
d) Other definition – please provide details …………………..
2. Have you ever encountered a role model or mentor in your life and what were the circumstances?
3. What age were you then? Under 18 19-24 25-34 35-44 45 plus
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4. How did this experience impact your life?
5. In your role model or mentor, what were the significant behaviours whichyou admired, copied, emulated, aspired to?
6. Why were those behaviours important to you such that you wanted to emulate them?
7. Why did you want to emulate your role model or mentor – what was your ultimate goal?
8. If you were successful in emulating your role model or mentor, how did this impact/improve your life?
9. Do you consider yourself a successful individual now? Yes No
10. If yes, do you attribute your success to the influence of your role model or mentor?
11. Do you consider yourself to be a role model or mentor to others? YesNo (go to end)
12. How do you know that you are a role model or mentor?
13. Having achieved some status as a role model or mentor in your life yourself, how does it feel?
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14. Do you have any other comments on the subject of role models or mentors for women which would be of importance for this research and other women in Qatar?
Thank you for your participation in this research project and for giving your time to this interview. All data and information will be kept confidential and deleted after the end of the project. All data and quotations will be anonymized in the report.
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7.4 Survey questions
Survey for women on leadership skills and role models in Qatar (to go out on Survey Monkey)
What nationality are you?
QatarUnited Arab Emirates (UAE)OmanBahrainSaudi ArabiaKuwaitAlgeriaDjiboutiEgyptIranIraqIsraelJordanLebanonLibyaMaltaMoroccoSyriaTunisiaWest Bank and GazaYemen
Other (please specify)
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What is your age?18 to 2425 to 3435 to 4445 to 5455 to 64
How long have you lived in Qatar?0-12 months1-2 years2-5 years5 years plus
What is your highest level of education?High schoolBachelor degreeMasters degreeDoctorate
Other (please specify)
What is your status?EmployedSelf employed/own business/entrepreneurNot workingHousewife/mother/at homeStudentVolunteer (not paid work)Seeking employment
Other (please specify)
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Section two – mentors and role models
Have you been influenced by a mentor or role model?YesNo
Where were you influenced by your mentor or role model?In my familyAt schoolAt college or universityIn my workplaceIn a social situation, ie a friend or acquaintance
Other (please specify)
If you pursued further or higher education (ie a degree) was this decision influenced by your mentor or role model?
YesNo
Other (please specify)
If you pursued a career, was this influenced by your mentor or role model?
YesNo
Other (please specify)
What do you think are the qualities in your mentor or role model that you value or wish to emulate?
LeadershipInterpersonal skills
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EmpathyPositive attitudePositive discriminationLeading by exampleCommunication skillsHonestyIntegrityConfidenceFriendshipSupport
Other (please specify)
Do you think that the support of your mentor or role model has helped you to achieve greater success in your career or improve your skills?
YesNo
Other (please specify)
How has the mentor or role model influenced you to change your life (for example: get a job, go to university, take other actions)?
If you do not currently have a mentor or role model, is thereany one female leader who you particularly admire or who has inspired you in your career?
YesNo
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Other (please specify)
Have you encountered barriers or obstacles to your education or career that have prevented success or progression, for example?
Starting a family/increasing your family/taking maternity leaveGoing back to education or study because additional qualifications
neededWork life/family balanceGender discriminationCultural barriersNot available for overtimeWorking hoursTravel restrictionsCaring responsibilities (children, other family members)Family constraintsStrong patriarchal culture in my organizationLack of qualificationsLack of business development support for female entrepreneurs
Other (please specify)
This section is for you to add extra information which you feel might be relevant to the survey.
I would be grateful if you would provide your contact details. However, this is optional and all information provided will be kept in strict confidence and will not be personalized in the research. If you are willing to provide afollow up interview, please contact me by email at 80 13 October 2022
[email protected]. Your help with this short survey is much appreciated.Name:Company:Address 1:Address 2:City/Town:ZIP/Postal Code:Country:Email Address:Phone Number:
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7.5 Surveys - distribution email to participants
Email invitation to participants inviting them to complete online survey on SurveyMonkey
From: Patricia Quinn Sent: Tuesday, March 12, 2013 8:14 AMSubject: Personal request - my dissertation research project - role models and mentors in Qatar
Dear colleague – I would be grateful if you would take ten minutes to help me with my Master’s Degree research project and complete the online survey. Below is some more information about it.
Dissertation: How, and to what extent, have role models influenced female leaders in Qatar?
The subject of my dissertation will be a small study of female role models and leaders in the Middle East – GCC [1]and MENA[2] region, centered on Qatar but taking account of Middle Eastern influences and the impact on women developing their leadership skills. I believe that there may be a link between this influence and their chosen career development path, their skill development and their success. It is the aim of this study to explorethis potential link.
This is a small online survey to target GCC and MENA region nationals only,with Arabic as their first language and working in a professional capacity. The respondents would be representative of working women and women seeking work in Qatar with an Arabic heritage or background.
If you are willing to complete the survey, this will be appreciated and contribute to the research. If you know anyone, either in your family or circle of friends and work colleagues who may be able to complete the survey, I would be grateful if you would pass on the link by forwarding theemail.
I am grateful for your assistance and any data will be kept confidential and deleted after the research is completed. This is the link to the online survey – it should take you straight to it – it will only take a fewminutes to complete:
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https://www.research.net/s/H8W57NH
Patricia Quinn
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7.6 Interviews - email invitation to participants
Sample email invitation to interview participant – each one was personalised since the circumstances were slightly different in each case
From:
Tuesday, 26 February 2013 08:22To: Subject: RE: my research project
Hello again S
On a different subject, you may recall we spoke a couple of months back about the research for my Master’s degree and you kindly said that you might be willing to do a short interview for me about your experience as a role model for women in Qatar.
If you are still able to and willing, I would like to do this sometime in March at your convenience. I would be happy to ring you about this and thensend you a copy of the short interview questions. I would anticipate this taking no more than 45 minutes of your time.
This would be very much appreciated. I hope that the final research report would be available for any organizations working with women in Qatar who hope to become leaders and entrepreneurs.
Kind regards
Patricia
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7.7 Chart 1 – Question 1 from online survey
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7.8 Chart 2 – Question 2 from online survey
7.9 Chart 3 – Question 3 from online survey
7.10 Chart 4 – Question 4 from online survey
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7.11 Chart 5 – Question 5 from online survey
7.12 Chart 6 – Question 6 from online survey
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7.13 Chart 7 – Question 7 from online survey
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7.14 Chart 8 – Question 8 from online survey
7.15 Chart 9 – Question 9 from online survey
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7.16 Chart 10 – Question 10 from online survey
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7.17 Chart 11 – Question 11 from online survey
7.18 Chart 13 – Question 13 from online survey
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7.19 Chart 14 – Question 14 from online survey
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7.20 Comparison of qualities of role models and mentors from theprimary data
Primary data source
Interview
Number responded
Correspondingchoices
Online Survey
Number responded
Quality/traitOnline survey choicesLeadership 7Interpersonal skills
6
Empathy 5Positive attitude 10Positive discrimination
2
Leading by example 7Communication skills
5
Honesty 8Integrity 6Confident 6Friendship 6Support 5Interview choicesCompassion and charity
Int One
Persistence Int TwoOvercoming challenges
Int Two
Being out of the norm/breaking out of the mould – breaking with tradition/making adifference
Int TwoInt ThreeInt Five
Professionalism Int Four
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Int FiveWisdom Int FourCreating a balance Int FourRecognising the need for educationand benefits of travel
Int FourInt Six
Being responsible Int FiveHaving a goal Int FiveTaking risks Int FiveBeing a role model Int FiveRespecting others and having a liberal attitude
Int Six
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7.21 Glossary of abbreviations and phrases used
QSA Qatar Statistics Authority http://www.qsa.gov.qa/eng/index.htmQatarization
Qatarization is the identification and development of quality, competent Qatari males and females to assume permanent positions in our industry. Our objective is Quality Qatarization. http://www.qatarization.com.qa/Qatarization
MENA countries
The MENA Region includes: Algeria, Bahrain, Djibouti, Egypt, Iran, Iraq, Israel, Jordan, Kuwait, Lebanon, Libya, Malta, Morocco, Oman, Qatar, Saudi Arabia, Syria, Tunisia, United Arab Emirates, West Bank and Gaza, Yemen
GCC countries
Bahrain (or Kingdom of Bahrain), Kuwait, Oman (or Sultanate of Oman), Qatar, Saudi Arabia (or Kingdom of Saudi Arabia) (KSA), UAE (or United Arab Emirates) - http://www.dubaifaqs.com/list-of-gcc-countries.php
OECD Organization for Economic Co-operation and Development - http://www.oecd.org/
QPWN Qatar Professional Women’s Network - QPWN is Qatar’s leading and largest women’s group. The group has grown to over 1500 members currently and an average of 50-60 women attend the monthly networking events. However, the survey would be made available via the Facebook page and the monthly newsletter, which is open to the wider membership. http://www.qpwn.org/
Wasta Wasta - It is an Arabic word and translates as something like authority, influence, political (or other) power, connections, or a combination of those terms. In practical terms it means that some rules can become more flexible if you have wasta, or know someone who has wasta. Wasta can smooth or speed up business transactions, bureaucratic issues, and other official procedures. http://www.dubaifaqs.com/wasta.php
ICT Information Communication TechnologyUAE United Arab Emirates
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