MODERNIZATION AND KNOWLEDGE PRODUCTION BY FEMALE FACULTY: THE CASE OF QATAR UNIVERSITY

Abstract

Qatar University has undergone significant modernization efforts in recent years, aiming to establish itself as a prominent center for knowledge production and dissemination in the Gulf region. This dissertation explores the role and experiences of female faculty members in this evolving academic landscape. The dissertation seeks to understand how modernization initiatives, encompassing infrastructural developments, educational policy changes, and institutional culture shifts, have influenced female faculty knowledge production. More specificity, this dissertation focuses on Qatar's modernization, its influence on the education system, and women's role in Knowledge Production This qualitative dissertation project applies a case study. It employs a mixedmethods approach, combining semi-structured interviews, thematic analysis with 25 female faculty at Qatar University, and document analysis to capture the multifaceted dimensions of modernization and knowledge production. By engaging female faculty members across various disciplines, their perspectives on modernization's impact on dissertation output, academic freedom, gender dynamics, and professional development are analyzed and synthesized. Preliminary findings suggest that while modernization has created new opportunities and resources for female faculty, it has also posed challenges related to gender bias, work-life balance, and research expectations. The dissertation underscores the importance of recognizing the complexity of this topic and the intersectionality of gender, culture, and institutional structures in shaping female faculty's experiences and contributions to knowledge production. This dissertation contributes to the broader discourse on gender, higher education, and modernization in the Gulf region. By shedding light on the complex interplay between modernization efforts and the lived experiences of female academics, it provides valuable insights for policymakers, university administrators, and scholars interested in fostering inclusive and vibrant knowledge ecosystems in rapidly changing academic landscapes.