2

Tawasol

Qatar University

Educational Reform Journal

Thirteenth Issue - Fall 2010

Issued by the External Relations Department

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Tawasol

Qatar University Reform Newsletter

Editorial

Zeina Al Azmeh

Dr. Abdul Aziz Al Bayoumi

Dr. Ali Abdul Minaem

Joy Moini

English Language editing and proof-reading by Joy Moini

Articles published in this newsletter represent the opinions and points of views of their authors

and not necessarily those of the University

*contributions, questions or comments may be sent to :

Zalazmeh@qu.edu.qa

Fax: 44033051

This Issue‘s Contents Accreditation: A Continuous Journey toward Excellence. ........................................................... 4

E- Learning and Reform at Qatar University ................................................................................ 7

Qatar University Ranking ........................................................................................................... 11

Museums’ Architecture and Urbanism as an Educational Tool ................................................. 18

4

Accreditation: A Continuous Journey toward

Excellence.

Dr. Khalid Al-Ali

In April 2010, Qatar University’s Foundation Program Department of English (FPDE) was

awarded five-year accreditation by the Commission on English Language Program Accreditation

(CEA) - a United States accrediting organization for English language programs and institutions

worldwide. Five years is the highest accreditation granted to programs and institutions by the

CEA. The Foundation English Program is very proud to have achieved accredited status, as

faculty and staff worked diligently for three years to raise the program to international standards.

However, achieving accreditation is only the first step, albeit a major one, on the path to

continued excellence. For the coming years, the Foundation English Program must submit

annual reports showing that it is committed to policy and procedural maintenance and

improvement. In 2013, the re-accreditation process will begin, with a further appraisal of the

program. The next goal is to achieve 10 year re-accreditation with the CEA. Therefore, the

accreditation journey has only just begun.

The Foundation English Program began this journey in 2006 with the formation of the

Accreditation Committee, which prepared an application of eligibility and initial self-study plan. In

2007, the Committee coordinator and members worked toward completing a Self-Study Report,

which included a description and evaluation of current practices in ten standard areas. The full

Self-Study Report, with supporting documentation, is currently available on the Foundation

English website at: http://www.qu.edu.qa/foundation/english/accreditation/self_study_report.php.

Upon submission of the aforementioned report, the program underwent a site review visit in

November 2009. Over four days, the site-review team met with the Foundation Program Director,

coordinators, faculty and students, and conducted classroom visits and interviews in order to

determine whether the CEA standards had been met. In April 2010, the thirteen-member CEA

Commission reviewed the Self-Study Report, the Review Team Report and the program’s

finances to make its accreditation decision.

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Meeting the CEA Standards has had an extremely positive impact on the program. The self-

study process led to the establishment of a review cycle in which all faculty participated in

surveys, focus groups and committee work, to assess policies and procedures and make

recommendations. This led to the implementation of a well-planned and positive change to the

Foundation English Program, with clearer policies, procedures and greater standardization. In

addition, an outcomes-based

curriculum aligned with

assessment was developed to

more accurately measure the

attainment of learning

outcomes. Consequently, this

has made the program more

effective in meeting the needs

of the students, and thus

fulfills its inherent mission to

prepare them for subsequent

entry to colleges within Qatar

University.

The Foundation English

Program is now a member of

the CEA Constituent Council,

and therefore agrees to

uphold and adhere to its

stipulated standards and requirements. Each year, the Program must submit an annual report

demonstrating that standards continue to be met. As part of the process of completing the annual

report, an internal audit will be conducted in order to ascertain that sample policies and

procedures are compliant. Furthermore, the Program will continue to carry out review &

modification plans, and update documentation (see table below). The re-accreditation process

will begin in 2013 and, once again, the Foundation English Program will complete a Self-Study

Report and welcome a re-accreditation site visit team the following year. Re-accreditation may

be given for one year for programs and institutions that substantially meet CEA standards, or ten

years for programs and institutions that fully comply with them. The initial goal of a five-year

accreditation has been successfully achieved, and it is only the beginning of a journey in which

the Foundation English Program will continue to adapt and improve to the ever-changing needs

of Qatari society.

The CEA is an independent accrediting organization based in

Alexandria, Virginia. For the past 10 years, it has accredited

86 programs and institutions and currently has over 40 new

national and 10 new international programs seeking

accreditation. The Foundation English Program is one of the

largest programs accredited by the CEA with over 2000

students and 128 faculty. Other English language centers in

the region have also been accredited, including the American

Universities in both Cairo and Kuwait, and the Al Akhawayn

University in Morocco. The commission is recognized by the

U.S. Secretary of Education as an authority on the

accreditation of postsecondary English language programs

and institutions. The CEA achieves its mission by using

widely-held standards that reflect current best practice in

language teaching, learning and administration. For further

information about the CEA, please visit http://www.cea-

accredit.org/.

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CEA Accreditation Annual Report

verify that program continues to

meet standards

internal compliance

audit of CEA 's 52 standards

review & modification

plans by committees

program developments and changes documented

financial statement

end-of-year

financial

statement

documents

brochures, handbooks, newsletters, Blackboard

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E- Learning and Reform at Qatar University

Dr Ahmed Jasem Al Saai1

A new dawn hovers on the horizon, filled with technological advancements in computing, the

Internet, virtual worlds, e-learning, and many other developments affecting the growth of

education. Therefore, an immediate effect is obvious upon the cultural structure of the local,

regional, and international learning communities. In addition, one can easily notice a disparity in

the technological culture of such communities based on the level and extent of their advancement

and development and alignment of their education institutions with such cultural and intellectual

changes resulting from the spread of those advancements, and to benefit from them as much as

possible mainly in the learning / teaching process, classroom infrastructure, and dissemination of

significance among respective stakeholders in order to develop education and its institutions and

outcomes.

Technology culture changes over time and place, from one community to another, and across

generations in a community. Today’s technology is not that of the past, and what looks easy

today might not have been as such before. Circumstances have changed, and while some of

life's facets have become more complicated, many have turned easier; time and spatial distances

shorter, barriers toppled, events accelerated, and the world, by virtue of technological and

scientific advancement, has become a small village which one can browse and navigate in

moments. Just a click on the keyboard, and the whole world is at hand as scientific and cultural

circles state.

Change and development are two main features of life in its generality, whether it is

contemporary or not. Change and alignment with technological developments are at the core of

modern life requirements, -however- and -wherever-. Thus, it is not possible to stand motionless

while facing these rapid changes; the best option is to adapt and take advantage of surrounding

developments, so as not to lag behind progressing civilization. It is this perception from which the

QU reform initiative began at the beginning of Fall 2003, as stated by Moini et al. 2009>

The QU reform initiative came in response to a need for change at the university level, in

alignment with the State's efforts to develop the education system in the country. This was done

1 Associate Professor of Education Technology, Department of Educational Sciences - College of

Education

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under the call of “Education for a new era”, which started in 2001 and was then establishing and

operating in independent schools in 2004. (Brewer, et al 2007). QU's reform touched many

aspects of the university, including administration, the library, IT, teaching & learning

methodologies in both theory and practice. A plan was set for that known as “Academic Planning”

which started in Fall 2005 (Tawasol 2006).

New technologies and information have held the lion's share in the Academic Plan, which

adopted integration of said technologies to enhance and promote the learning/teaching process in

an effort to improve its outcomes (Al Thani 2007). Therefore, much attention was given to e-

learning due to its increasing popularity among academia worldwide. QU holds the desire to

remain academically competitive, in order to advance and develop higher education. Therefore, it

invested aggressively in providing facilities and necessary infrastructure on campus and in

classrooms, especially those services and technologies that serve and support e-learning. These

included data-shows, electrical connections, wired and wireless internet access, and other things

that create an interactive setting between all elements of the learning / teaching process be they

learners, instructors, resources, and syllabi all through the Blackboard System. To best utilize

such facilities, many training seminars, presentations and workshops have been conducted to

introduce the system and enable faculty to use it comfortably.

As a result of the 2005 launch of the e-learning emphasis, and in light of the intensive training,

practice, and unhindered usage of the systems by faculty, the e-learning culture outside the

Blackboard System (BbS) has spread rapidly among QU students, faculty and other respective

stakeholders. It has continued to draw spotlight attention, and is looked upon as the most

effective teaching technique to ensure continued communication between faculty and students,

by virtue of the many options and advantages it has, both within and outside of Campus.

In addition to the interactive communication between faculty and their students through channels

such as email and the virtual classroom, other advantages are present as the need arises. For

example, course descriptions and breakdowns might be placed on the courses' designated page

in the system, for students to access at any time. Other Course materials such as print-outs,

worksheets, and illustrative layouts can be published onto the same web-page, instead of being

printed and given to students. Moreover, the System can be used to timely broadcast live lectures

in entirety through video capture (Capture from Lecture). This practice has become common and

widely used in the College of Pharmacy, as Dean of Pharmacy Dr. Peter Jewesson once stated

during a seminar titled “Capture from Lecture”, held at QU on January 17th, 2010.

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The “Virtual Classroom” is a resource students may use to interact with faculty from remote

locations while the lecture is ongoing, and discuss topics relevant to the course. Remote

interaction commonly includes areas such as home, QU campus, offices, or any other place with

internet access. The Author of this article has experience such interaction with a number of

groups and Courses during the past two academic semesters (Fall 2009 and Spring 2010).

Course instructors may also communicate messages to students on any unexpected

developments in terms of lecture timing; delays, absences, and apologies through the

“Announcement” tab. The System includes other features and functions that support

communication between students and faculty, in a fashion that turns the teaching / learning

process into a more comfortable and effective experience between both learners and educators.

Issues of technology in e-learning and related functions are not confined to teaching only. They

go beyond to open new research horizons and promote and encourage scholarly endeavors in

the field of e-learning and education technology. There has been an ideal environment to conduct

field empirical research in the e-learning domain, where many QU faculty were given

opportunities to conduct research and present them before world-class conferences addressing

education and education technology. The Author of this article, in collaboration with two other

colleagues in the Department of Educational Sciences (Al Saai, Al Kaabi, Al Muftah 2009),

presented an empirical field research paper in an international conference titled “ Redesigning

Pedagogy”. The conference was held in Singapore, and discussed the role of e-learning in

promoting the learning/ teaching process. There are great research opportunities before those

who are interested in this field.

As usual and since its inception, QU has always been seeking academic advancement and

development. It has participated in a multitude of conferences addressing education technology

and e-learning. It has never lagged behind in the march towards progress and advancement,

seeking the newest methodologies and providing cutting-edge technology that may serve its

objectives and plans. We all remember the consecutive managements of the University and their

relentless efforts to promote the institution. We remember the transparencies, OHPs, slides,

educational TV, computers, the internet, video-conferencing, and others progressive

advancements. Today there is e-learning and its technology constituents.

QU has and will always lead as one of the ambitious institutions which embarks on fulfilling

innovation and effects change to achieve the reform it has been aspiring toward.

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References:

Al-Saai, A. J., Al-Kaabi, A. F., & Al-Muftah, S. A. (2009). Students' Attitudes and Achievement

Outcomes in Normal Lecture & Synchronous Blended Approach. Redesigning Pedagogy

International Conference 2009, 1-3 June 2009 –Singapore-NIE

Al-Thani, S. J. (2007). Academic Planning: An Update on the Process and Lessons Learned.

Tawasol Newsletter, QU, (7), pp2-5. Available @

http://www.qu.edu.qa/newsletters/tawasol/documents/Tawasol_Spring_07.pdf

Brewer, D. J., Augustine, C. H., Zellman, G. L., Ryan, G., Goldman, C. A., Stasz, C., Constant, L.

(2007). Education for a New Era, RAND Corporation.

Jewson, P. (2010). Capture from Lecture, One-day Symposium. External Affairs – Qu. Doha,

Qatar - 17 Jan 2010.

Moini, J. S., Bikson, T. K., Neu, C. R., DeSisto, L., Al Hamadi, M. & Al Thani, S. (2009). The

Reform of Qatar University. RAND-Qatar Policy Institute.

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Qatar University Ranking

Webometrics Ranking

Prof Rashid Belhabib2

Analyzing the Ranking and Its Implications

Origin of Academic Ranking of World Universities

To occupy an advanced position on the list of the World's Best Universities is an objective that

most universities strive to achieve. To that end, they exert every available effort and mobilize all

possible potential in teaching and quality outputs, research and quality publications,

infrastructure and buildings, in addition to recruitment and retention of competences and

reputable expertise, besides professional development of its staff, all to fulfill and comply with

international ranking standards.

An academic ranking of world universities was first designed at the Institute of Higher Education

of Shanghai Jiao Tong University. It includes the most innovative and prestigious Higher

Education Institutions, which are ranked according to specific criteria that depend on many

standards used to independently rank the best of world universities. The objective behind the

process of ranking is to realize the rank of Chinese universities in the field of higher education,

and then attempt to narrow the gap between them and other world reputable universities.

This ranking depends on objective standards, and that dependence makes it occupy special

importance among universities which have begun competing to position themselves in a higher

rank to gain world reputation. The ranking examines 2000 universities from a grand total of about

10,000 universities registered in UNESCO as qualified institutions eligible to compete. Next, I000

universities are selected to compete in the second stage and to occupy a position among the best

500 universities in the world to be published.

Ranking Standards:

Criteria followed to measure universities' quality and efficiency are based principally on the

following four standards:

2 Professor of Arabic Language, College of Arts and Science, Qatar University

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1 . Quality of Teaching: An indicator of university Alumni who won Nobel and Field Awards and

Medals and constitutes 10 % of the grand total.

2. Quality of Faculty: This stands for faculty who are Noble & Field laureates; it constitutes 20 %

of evaluation ranking. Combined with this indicator is consideration for the number of most cited

researchers in 21 academic disciplines, which stands for 20 % as well.

3. Research Output: an indicator of published works in nature and Science. It stands for 40%.

4 . University Size: This measures the institutions' academic achievements, and weighs 10 %.

Standard Percentage

Quality of Teaching 10 %

Quality of Faculty 40 %

Research Output 40 %

Size of Institution 10 %

Grand Total 100%

2010 Ranking and Criteria:

Ranking of world universities has become a global culture and practice carried by many

international academic institutions. Ranking has taken varied paths, including Pure sciences,

humanities, scholarly publication and electronic publication. In this context, Webometrics of the

Cybermetrics Lab CSIC announced University ranking of the year 2010. Webometrics aims to

encourage electronic publication of scholarly research, and evaluates four standards:

o Size: this relates to number of pages obtained by the four research engines from

the University Website.

o Electronic citation: Number of University website links that appear on other

external websites.

o Rich files: Number of files uploaded on the Website: this includes Adobe, Adobe

Acrobat, Microsoft Power Point( ppt), PostScript (ps.), Microsoft Word (.doc)

o Number of research papers and references published on the Website.

University ranking has become an indicative and helpful parameter that reflects the level of

University institutions and their respective achievements. For example, when 3 Arab universities

appear among the 500 world best universities, only 4 among the best 1000, only 3 among the

100 best Asian universities, and the first ever 1 Arab university has been listed as 164th at the

world level, this gives implication of the modest position that those institutions have occupied,

how far away the Arab world is from the renaissance it aspires to achieve, and that Arab

universities still must face a number of challenges and need to exert relentless efforts to catch up.

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Continent Best 200 Best 500 Best1000

USA & Canada 122 212 398

Europe 60 222 415

Asia 7 38 104

Oceania 6 15 35

Latin America 3 9 39

Arab World 2 3 4

Africa 0 1 5

Qatar University Ranking:

Regardless of ranking standards and themes, QU's ranking at 11th among the 100 best Arab

universities from a total exceeding 300 in the Arab World is a very important position. Add to that

the qualitative leap that QU did in comparison to its position in the previous ranking, where it

placed 26th. This substantial shift of 15 grades and placement ahead of hundreds of reputable

universities in the region affirms that the University's tremendous effort, special care, thorough

thinking, and strategic perceptions have been highly rewarding.

Country

Ranking University Country World ranking

1 King Saud University

161

2 King Fahd University of Petroleum & Minerals

171

3 King Abdulaziz University

291

1 Umm Al-Qura University

611

5 An-Najah National University

1160

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6

American University of Beirut

1111

7 United Arab Emirates University

1521

1 Cairo University

1601

9 American University in Cairo

1657

10 Kuwait University

1163

11 Qatar University

1910

To move from a lower grade to a higher one in light of tough and hard competition among

reputable and well-established universities necessitates thorough planning and efficient

implementation, in accordance with clear and measurable standards. It also requires

infrastructure that accommodates students, and offers them higher education and skills that

enable them to easily and smoothly integrate with the Country’s social and economic structure.

Furthermore, it requires that faculty be provided with a research environment equipped with

necessary apparatuses, means, and resources, and that the staff be provided horizons for

creativity and flexibility.

As Qatar University is not on the list of the 100 best universities in Asia, and not among the 500

or even the 1000 best universities in the world, then "the 1000-mile journey begins with a step",

as a Chinese proverb states. That step has now been walked, and its good representation is

manifested in the 11th position ranking which QU occupies ahead of a number of reputable

universities, such as those of Jordan, Morroco, Tunisia, Syria, and Egypt, which used to occupy

advanced positions.

Over a short period of time, Qatar University has hurdled towards excellence in a harmonious

context that integrates urban and human development. While Qatar is achieving leadership and

groundbreaking progress in politics, economics, and urban development, it also focuses on

human development being the true capital and cornerstone of a stable society. On many

occasions, Qatar leaders have always affirmed that the Nation's real wealth and development is

in advancement and promotion of the welfare of the human being.

The great care given to human beings is immediately obvious in the University's grand projects

and open workshops to achieve academic accreditation from reputable institutions in respective

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fields. Further manifestations include the many construction projects to provide fully equipped

facilities, a modern library, initiatives by the Office of Instructional Development, encouragement

of scholarly research with huge allocated budgets, and encouraging students towards self-

learning and research endeavors through support of grants, scholarships, and other incentives.

Reform and innovation are an ongoing process. In terms of teaching, study plans are reviewed

and innovated to align with modern international standards which benefit from experienced and

highly competent faculty, and from practices of the best and most renowned world universities.

In the academics, the University encourages research and publications whether electronic or

whatsoever, supports and finances faculty to attend local and external specialized conferences,

and launches MA programs that respond to community needs.

As for faculty professional development, many orientation and professional development

workshops are conducted in order to enhance faculty professionalism and achieve quality

learning outcomes. Add to that the very informative and effective Web services, including the

newly inaugurated Arabic website, which together facilitate effective and prompt communication

through daily newsletters and press publications, in addition to student services including all

registration and Add and Drop process, electronic exams and other blogs and forums available

through the Blackboard software.

The abovementioned developments and efforts have helped Qatar University to advance its

position in the ranking classification; a promising position which offers a very positive outlook for

the future.

Ranking and the Social and Human Sciences:

It is necessary to develop and advance what is known as “pure” Sciences for their crucial role in

raising and developing the Country’s growth in the industry and service sectors. However, that is

not the only way to achieve advancement and progress. Social and Human Sciences, which are

deemed the back garden of higher education institutions and their diversified offerings, may play

an affirmative crucial role in improving university ranking. Universities of Oxford, Cambridge,

Harvard, California, Chicago, Colombia, and Pennsylvania have achieved high ranking in pure

Sciences and similarly they occupied advanced ranking positions in Social and Human Sciences

as well.

Best University Ranking in Arts and Humanities

Ranking 2010 Ranking2009 University Country

1 2 University of Oxford United Kingdom

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Ranking 2010 Ranking2009 University Country

2 3 University of Cambridge United Kingdom

3 1 Harvard University United States

4 4 University of California, Berkeley

(UCB)

United States

5 5 Yale University United States

6 6 Princeton University United States

7 9 University of California, Los

Angeles (UCLA)

United States

In the Arab world, lesser or modest care is given to Humanities, which are often viewed of second

degree. This in fact strongly affects high-ranking Arab Universities' standings. The following Arab

universities represent the best in the Arab World in Arts and Humanities ( ranking out of 300)

University Country Ranking

King Saud university Saudi

Arabia

101

Cairo University Egypt 210

Al Azhar University Egypt 215

King Faisal University Saudi

Arabia

221

UAE University UAE 235

King Abdu-Aziz University Saudi

Arabia

256

Islamic University - Lebanon Lebanon 270

Social and Human Sciences, if not taken into account appropriately, will stand as a heavy burden

before universities that seek to improve their world ranking. A bird with one wing never flies, and

as such, there will be no academic growth, creative knowledge, or technological development in

the absence of Human Sciences. We have seen a strong correlation between Pure Sciences and

Humanities in reputable universities around the Globe, as they know that there must be a balance

between the needs of minds and those of souls.

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In this context, Qatar University attaches considerable importance to Human Sciences and a

good return to Arabic language, best demonstrated in upgrading study plans, launching new MA

programs, giving care to cultural issues, and debate with others, with special attention given to

maintaining Qatar’s national identity, and Arabic as well.

Conclusion:

Assessment of any university is not an easy task in light of the prevailing conflict between

different theories and contradictory standards on assessing real university performance. Any fair

assessment must be based on availability of data and facts that would facilitate process of

ranking. Such data may include high research visibility among academic institutions and on the

Web. Any university lagging behind in that context would be disadvantaging itself.

Challenges and obstacles should not make us unable to realize the genuine value of university

ranking, which stands as good evidence of quality of education being good or bad. In this context,

we may notice the retreat of Jewish and Germany universities and some British ones. On the

other hand, some universities have improved their ranking and have placed themselves among

the best 100 universities, such as those of Finland, Australia, Austria, and Belgium. Saudi

universities have headed Arab Universities. Definitely, moving ahead or retreating back do not

take place haphazardly. In light of the tough competition to occupy advanced ranking positions,

many universities have established special Deanship for quality assurance in an attempt to

follow-up on and assess teaching and research achievements, to exert relentless efforts to

professionally implement their plans to achieve optimal reward, and to comply with international

standards pertaining to all types of academic accreditation.

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Museums’ Architecture and Urbanism as an

Educational Tool

The Case of Museum of Islamic Art, Doha

Ali A. Alraouf 3, Ph. D.

Abstract

As we are heading through the second decade of the 21st century, architecture of the Islamic

communities is still an unresolved dilemma. In this context, the impact of iconic buildings which

claim to represent Islam or provide a contemporary approach to Islamic architecture is crucial on

different levels. Therefore, a year after the Museum of Islamic Art's (MIA) opening in Doha, Qatar,

an evaluative perspective of the institution’ development story needs to be sketched. In this essay

I will use MIA, Doha as a springboard for a discussion related to the museums of the 21th

century. Then, I will try to exploit the findings of this discussion in the assessment and critical

review of the museum itself. The assessment will include the ability of contemporary architecture

to credibly represent Islamic cultural identity. This essay will analyze how and why community

participation in museums is a significant factor in bridging the gap and improving relationship

between the two institutions. The social inclusion leads to trust, understanding, a sense of

identity, and creating a museum that is more relevant to the community. This essay also give

some suggestions on how to build bridges between museums and communities, to provide an

opportunity for the people living in such communities, like Gulf ones, to find out about their own

heritage and to help them realize that it is through their active participation in museum activities

that heritage is kept alive. Considering Qatar’s thrust into a post-oil paradigm where a knowledge

economy might be the generative force for development, an examination of how MIA is

contributing to Qatar’s new vision becomes so relevant.

3 Ali A. Alraouf, is an academic, architect, scholar and urban designer focusing on research within the

domain of theory, criticism and creativity in architecture, urban design and planning. He is Associate

Professor of Urban Planning at the College of Arts and Sciences in Qatar University.

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Keywords: Museums, Community, Qatar, Museum of Islamic Art, Knowledge-based urban

development.

Preamble

Recently, extensive cultural information has become easily available through the accessibility of

digital formats. The need for the establishment of new museums is becoming an argumentative

issue with virtual art museums and digital art libraries and galleries available from everyone’s

desktop. Apparently, the governing factor is questioning the nature of the relationship between

museums and communities. First, what do museums and communities have to offer each other?

What should be put in place to ensure that relationship between museums and communities is

entertaining, healthy and educational? How does the museum become an integral part of

community life, representing its values and identity? These are some of the fundamental

questions that researchers were trying to answer as an attempt to articulate the relation between

museums and communities. Most museums in the world have been transformed and taken

communities as partners in their programs and activities (Nyangila, 2006). This new approach

has created a favorable working condition between museums and communities, as museums are

about people and created by the people themselves.

Qatar’s plan for a world-class set of cultural facilities has made an impressive start with I.M. Pei’s

Museum of Islamic Art (MIA) in Doha. MIA opened its door to visitors in December 2008. The

design of the museum went through a long path, beginning when the Aka Khan Trust for Culture

(AKTC) organized an international architectural competition in 1997. While getting contestants

from all over the world, the jury selected eight projects for a second and final phase including

signature architects like Richard Rogers, Zaha Hadid, Charles Correa and the most prominent

Arab architect, Rasem Badrani. Correa and Badran were selected by the jury as finalists, to

conduct a final decision between the two of them. A tendency towards favoring Badran’s project

was rising, especially from the client’s point of view. Without clear justification, the whole process

of the competition came to a dramatic end by the client’s decision to pass the project to the

Chinese-American signature architect I.M. Pei ii.

Theoretical Discussion:

Contemporary Muslim Community: A Defining Moment

“Traditional Islamic civilization is marked by its emphasis on beauty being wedded to every

aspect of human life, from the chanting of the Quran to the making of pots and pans. The

traditional Islamic ambience, both the plastic and the sonoral, have always been beautiful, for

traditional Islam sees beauty as a complement of the Truth.” S. H. Nasr (1990)

p: 20

20

In a world where the beauty of Islam is shadowed by fear, the art speaks to the truth of this great

way of life. Contemporary Muslim communities, regionally and around the globe, are facing a

defining moment. The post 9/11 incident, as agreed upon by different researchers, established a

new milestone in the contemporary history of Muslim communities (Melnick, 2009; Faludi, 2007;

Chomsky, 2005). Crucial questions related to identity, image, misconception and misjudgment of

Islam as a religion and Muslims as part of the human community flourished in political, religious,

economical and cultural literature. Subsequently, it is becoming clear that a comprehensive

understanding about how these communities are constructing their current identity is essentially

needed. Muslim communities are continually balancing the essence of their faith with the diversity

of geography, politics, cultures, and economies.

Nasr (1987) analyzed different themes of traditional art, architecture, calligraphy, poetry, prose

literature, etc, as it developed in Islamic lands. He provided a crucial explanation based on

interpreting every art form as a sacred act contributing to the overall spirituality of the individual

and the community. He reveals how each art form in the Islamic tradition is based upon a science

of nature concerned, not with the outer appearance of things, but with their inner reality. Ranging

across calligraphy, painting, architecture, literature, music, and the plastic arts, Nasr penetrates to

the inner dimension of Islam and shows the role art plays in the life of individual Muslims and the

community as a whole--the role of inspiring the remembrance and contemplation of God. Once

Nasr establishes art as an aid and support to the spiritual life, he traces the creative act to its

ultimate source: inner knowledge and barakah, or grace, which makes the crystallization of inner

realities in form and space and time possible. Through this knowledge and grace, the author

asserts, unity manifests upon the plane of multiplicity, making archetypal realities perceivable by

the senses. Through this knowledge and grace, art functions as a ladder for the journey of the

soul from the visible to the invisible.

Architecture and urbanism, as numerous researchers have suggested, used to be the physical

representation of Muslim communities’ abilities, creativity, and positive contributions in mankind

development (Al-Hahtlul, 1981; Hakim, 1986). I would argue in this essay that better

contemporary architecture and urbanism within the boundaries of Muslim communities can

rejuvenate this role. MIA, Doha will be analyzed as a case study where it will be argued that it is a

very profound attempt to achieve such an important goal.

New Museums for a New Millennium

Today, most of the museums have shifted their focus and policies in order to bridge the gap

between the museums and local communities. Graham (2005), have suggested that new

demands are placed on twenty-first century museums. He draws a comparison between

“traditional” and “new” museum audiences, stressing the challenges of avoiding social exclusion.

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By looking at the development of museum content, specific groups like children, women, and

families with young children can be engaged. During the past two decades, museums of all kinds

have tried to become more responsive to the interests of a diverse public by shifting from the

presentation of inert objects to the production of experiences, as Hein (2000) rightly argued.

Anderson (2004) established an overall argument which reflects the unfolding thinking on what it

means to be a museum in today’s world. Most of the contemporary perspectives, he argues,

suggest the importance of the community and intensifying the role of the public. Alexander (2008)

articulated the transformations in museums definition. While it may appear a very simple

question, she asked what a museum is. She has illustrated the transformation from the historical

notion of a museum as a building to protect and display valuable items to a museum as an

educator. To relate her argument with my essay, I would highlight her perspective on art

museums. Her position toward Art museum differs from science and history museums in that their

collections exist to allow their viewers to experience beauty rather than to convey information is

so relevant to my argument. The shift occurs with emphasis on art in everyday activities of the

community, to make different social groups proud of their culture and their products. In short, she

defines the museum as an instrument for community betterment (Alexander, 2008. P: 42).

With Museums becoming more people-centered, idea-oriented, and contextualized, the

boundaries between museums and the “real” world are becoming eroded. Setting the transition

from object-centered to story-centered exhibitions in a philosophical framework, Hein (2000)

contends that glorifying the museum experience at the expense of the objects deflects the

Museum’s educative, ethical and aesthetic roles. But has the difficult issue always been how to

effectively involve the community and maintain the relationship? In the following section, I would

elaborate on MIA, Doha narrative in engaging the community. I will examine how architecture,

urbanism and management of the museum are working together to achieve this goal.

MIA Celebrating Islamic Culture: Critical Thoughts

In constructing my critical thoughts and reflections for the project, I want to emphasize on three

main aspects. Firstly, the museum and its role in disseminating culture, then the museum as part

of Doha’s new urbanism. Finally, the Museum’s architecture will be analyzed to investigate its

ability to act as a representation and critical interpretation of Islamic art, creativity and diversified

culture. In the following sections, I would argue that the museum created a positive relation with

Doha city and its community. This positive impact can be seen on different levels:

Museum and community involvement:

Contemporary museums recently started to adopt a new approach in considering their social

responsibility. This new approach has created a favorable working condition between museums

and communities, as museums are about people and created by the people themselves. Most

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museums in the world have been transformed, and now consider communities as partners in their

programs and activities.

A community can be best defined as a group of people living within the same geographical area,

sharing certain characteristics and common interests, values, customs and beliefs. A museum

community consists of people who visit the museum, live and work in its vicinity, are stakeholders

to it, or have donated or have collections within the museum. Engagement is the level of

involvement in museum activities in the areas of ideas, publicity, communications and exhibitions.

MIA’s management perception, of creating a bond between the Museum and the city dwellers

and visitors, has emerged primarily from the notions of education and knowledge. Inviting

students from schools and universities in addition to local community members to attend frequent

shows, public lectures, seminars, workshops and exhibitions, constructs the pillar of such a bond.

A small, yet very important detail about MIA is that the Qatar Museums Authority (QMA) have

decided to keep admittance to the museum free for all visitors. This decision has helped in

strengthen the bond between the museum and the community. Access to the museum is

available through two separate entries. From the main gate located directly by the city’s

promenade, visitors will gradually travel the path leading to the main plaza and the museum’s

main entrance. The entry is via the community park adjacent to the museum, which opens up

towards the two sides of the museum’s urban context; the city and the bay. The planning of these

two entries has successfully enhanced the visitor experience. More profoundly, the arrangement

of the entries diffuses any physical or non-physical boundaries between the building, community

and the city.

The MIA Cultural and Educational Roles:

The Qatar Museums Authority (QMA) constructs the umbrella underneath which MIA and other

museumsiii are covered, has its own cultural development strategy for Qatar. First, QMA is

interested in incorporating all museums of Qatar within the overall cultural vision of the country.

Hence, constructing museums would substantiate Qatar’s vision for Doha as an emerging

knowledge city amid other Gulf Cities. Second, QMA is planning to have a partnership with

educational institutions; locally, regionally and internationally, to enhance the cultural capabilities

of children and youth. One of the main pillars of QMA's vision is the creation of new learning

experiencesiv. Museums can be directly connected to the lifelong process of learning. In addition,

museums can support structured or institutional education in schools by focusing on creating

positive experiences for students. Hence, enjoyment and positive memories cherished should

come first, as Graham (2005) rightly argued.

On the occasion of hosting the Global Art Forum (GAF) at MIA's premises, Abdulla Al Najjar,

CEO of Qatar Museum Authority, told his audience the following:

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“The Global Art Forum is the leading platform for cultural debate and discussion in the Middle

East, focusing on key issues that bring together the art scenes of this region with the rest of the

world. Qatar Museums Authority has keenly hosted the Global Art Forum at the Museum of

Islamic Art as it closely ties in with our vision as a vehicle for sharing culture and heritage through

education and community interaction.”v

The Museum’s education programs are housed in a wing to the east of the MIA main building

across a fountain courtyard. The Education Wing includes the Museum library, classrooms,

workshops, study spaces, and technical and storage facilities. The MIA education center opened

to the public in October 2009. It was established as a core component of the museum, since the

stress on the educational role was highly emphasized from the early stages of design. The Center

provides a variety of activities, public lectures, and interactive workshops, all of which are geared

towards enhancing cultural life and raising local community’s awareness of art and cultural

issues.

MIA's Education Center managed to organize an introductory conference wherein the concept of

education within the museum was introduced. The conference title, “Partnership in Arts

education: The Museum, the School and The community”, suggests a positive understanding of

the new museum's role in not only enhancing cultural life, but creating a strong bond between key

stakeholdersvi. Driven by such initiative, MIA invested substantially in building bridges with

community members from different age, gender, and social demographics. More importantly,

children were seen as the primary focal group on issues related to raising awareness about art

and culture. The typical gap between schools and museums, where the later was only perceived

as one of the typical destinations for school trips, needs to be bridged. That was precisely one of

the MIA initiative's well-declared intentions and goals.

The Architectural and Visual Impact: MIA as an Icon

Inspired by the magical geometry of Ahmad Ibn Tulun Mosque in the heart of Islamic Cairo, the

museum is a contemporary representation of generative architecture produced from applying

three dimensional geometrical complexities. The overall composition of the Museum is comprised

of two cream-colored limestone buildings, a five-story main building and a two-story education

wing, connected across a central courtyard. Internally, the spatial composition is articulated

around a main central space covered with a monumental dome and skylight. A geometric matrix

transforms the dome’s descent from circle to octagon, to square, and finally to four triangular

flaps, which angle back at different heights to become the atrium’s columns. Despite the

building's size and purpose, the architecture seems positively modest. Humbleness and modesty

are underlying values of Islamic architecture and urbanism.

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“I think geometry is the fundamental element of architecture, it doesn’t matter is it is Islamic or

Renaissance. Geometry is the framework. But if the geometry is obvious, then I’ve failed” I.M.Pei

(quoted from Merrick, 2008).

Visually, the museum is located on a reclaimed island right in front of the city’s main promenade

“Al Corniche”. By being sensitive to the project context, architect I. M. Pei was able to create a

landmark which is literally visible from all around Doha bay. At Pei’s insistence, the museum has

been built on an artificial island in Doha’s broad bay, linked to the mainland by a causeway.

He was concerned to ensure that the museum should never be overwhelmed by the skyscrapers

leaping up all over Doha, which is in the process of converting itself from a Gulf version of Nice

into a mini-Manhattan by the sea (Hall, 2008)

Pei observes the unique morphology of the city waterfront and arranged the museum in a position which

would engage city dwellers and visitors in an interesting visual dialogue with museum masses. More

importantly, the museum architect has also created a visual link with the city from within the museum. The

internal spatial composition on different levels provides interesting glimpses towards the city’s new

development and vivid skyline. On the north side of the Museum a 45 meter tall glass curtain wall, the only

major window, offers panoramic views of the Gulf and West Bay area of Doha from all five floors of the

atrium. In addition, a series of outdoor spaces and terraces were introduced to play the role of city balconies

for museum visitors or even for pedestrians passing through the garden spaces and strolling around the

main masses. The architecture and outdoor spaces result in the framing of a series of city views. It was this

approach in architecture and urban design which helped Pei succeed in crafting stimulating visual and

intellectual dialogues between past, present and future in people’s minds.

Water is one of the museum’s key features. The fact that water is all around it was not enough for Pei, who

was well informed after his long journey learning from Islamic architecture monuments around the world,

and understood that the presence of water, especially inside mosques and houses, is almost scared. Hence,

Pei called for internal and external fountains surrounding the building, adding positively to the sensual

experience of the museum.

MIA, Doha as an Identity Manifestation

The issue of identity is of a double-faced nature when it comes to analyzing a cultural facility in an

Arabic and Islamic context. The first aspect is to what degree the project is in harmony with the

overall identity the country is seeking for. MIA, Doha served perfectly the purpose of Doha’s new

identityvii. Qatar did a radical transformation to go beyond the typical image of a Gulf city relying

on assets of oil and gas. A move towards being a regional center for education, knowledge and

culture is the newly aspired sense of identity for Qatar. A major investment in knowledge-based

urban development has characterized major projects in the country during the last five years

(Alraouf, 2008). These efforts have resulted in the selection of Doha as a capital for Arab culture

in 2010.

The second aspect of representing the country’s identity, which may be the most critical one, is

the Arab and Muslim nature of the community. In most of the examples around Arab and Gulf

cities, architecture was naively used to express artificially the Islamic identity. By focusing on

25

reusing limited vocabulary form historical Islamic styles, architecture was not successful in this

critical representation. In the case of MIA, Pei succeeds in resolving the main dilemma of Middle

Eastern cities’ architecture and urbanism. He created an interesting balance between Doha’s

contemporary aspirations without neglecting the value of its contextual heritage that the city has

acquired by belonging to Arab and Islamic world. One more virtue about Pei’s approach in

designing MIA is his ability to escape from focusing solely on Doha’s heritage, since the museum

was envisioned as an icon for a whole nation rather than for a single city or a single country.

MIA as a Branding Catalyst for Contemporary Doha

The vision of His Highness the Emir of Qatar, Sheikh Hamad bin Khalifa Al Thani, is to mold the

State of Qatar into a capital of culture. The royal family’s plan is to make Doha a cultural bridge

between the Middle East and the rest of the world. All this activity is testament to the fact that

Qatar’s enormous oil and natural gas reserves have provided it with the highest per capita

income of any country in the world. It is also a mark of the cultural changes that the Amir Hamad

bin Khalifa Al-Thani has brought about since he took the responsibility in 1995. Central to the

Amir’s vision is the recognition that, as plentiful as Qatar’s natural resources may be, their value

will one day be significantly diminished by the emergence of sustainable forms of energy

production (Woodman, 2008). The country is therefore seeking to diversify its economy and, to

that end, is investing vast sums in the development of its human capital. The creation of a world-

class set of cultural facilities is a key element of this strategy, and includes the hugely ambitious

plan to build 10 completely new museums.

As explained earlier, under the umbrella of Qatar Museums Authority, MIA is the leading project

of His Highness’s vision. As stated in the vision, The Museum of Islamic Art, Qatar is a museum

for the world. It will bring the world to Doha, but it will also connect Doha to the world. MIA is

dedicated to being the foremost museum of Islamic art in the world, and as well a centre of

education and information in the field of the arts of the Islamic world. Through the vision of its

leadership and the dedication of its staff, the Museum of Islamic Art will manifest this commitment

by establishing, preserving, and documenting a collection that reflects the vitality, the complexity,

and the diversity of the arts of the Islamic world.

The well-known “Bilbao Effect” phenomenon has created a new benchmark for cultural facilities’

impact on cities. The Museum of art at Bilbao, Spain designed by architect Frank Gehry was

envisioned by Bilbao city officials as their only salvation after years of economic crisis. An

assumption which was proven to be right after the new museum helped the city to regain its

vitality and became one of the top destinations for tourists visiting Spain.

Qatar vision 2030 is suggesting four pillars for a more developed and prosperous Qatar. Human

and Cultural development is a core element in this vision. A reasonable justification for a tedious

effort to promote Qatar and Doha as an emerging center for culture and knowledge. Cultural

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facilities are proved to be a viable tool by which cities can be marketed. It can also be seen as a

catalyst for development and progress transforming cities from side to side and from rank to rank

on progress scale.

Recent statistics published by the Qatar Museum Authority have shown that MIA, Doha was

visited by more than 300,000 visitors on its very first year. Speaking of people visiting cultural

facilities in Gulf countries, this number is considered extraordinary. The accelerated recognition of

MIA is substantiated by hosting international events throughout the first year after its

inauguration. The objective of MIA hosting these cultural events is to educate the community and

bridge the gap between popular and elitist culture. The first Doha Tribeca film festival (DTFF),

one of the most prominent cultural events in the Middle East, was among these events which

have used the fascinating setting of the Museum to intensify the drama of its opening. A

magnificent ceremony was held and attended by over 4000 people enjoying MIA as DTFF's major

venue.

MIA Spectacle: Exhibiting vs. Freezing Culture.

The thorny issue has always been how to effectively exhibit Islamic art and heritage without

establishing a negative notion regarding the lack of contemporary creative contributions from

Muslim communities or artists. A common thread which I found manifested clearly in different

Museums of Islamic arts including MIA, Doha is freezing a continuous cultural and transforming it

into a spectacle for contemporary viewersviii. No one can question the contribution of Muslim

artists and scientists in the development of humanity. Evidence suggests that their creations,

inventions and intellectual thoughts have been a continuous source of inspiration, and paved the

way in different fields for the western civilization to be inspired by and learn from.

I would argue that art is a valuable tool in comprehending different communities cultures. It will be

completely unfair to see a repeated pattern in all Islamic museums where focus is on the value

and outcome of Islamic art from a historical perspective, assuming that the present time does not

exist when it comes to the contribution of Muslim artists. Most museums of Islamic art regionally

and internationally were not able to include the current paradigm as a logical continuation of

Muslims contribution to art and creativity. By focusing only on historical aspects, the image of

Muslims as non-contributors to the current human endeavor in development is highly intensified.

What the contribution of contemporary Muslim artists is, and how this contribution can be

exhibited, both generally and in MIA, is a fundamental question which I doubt, due to my critical

assessment of existing Islamic museums, if there were any serious attempts to confront it.

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Concluding Remarks

I shall conclude by affirming that Architecture and urbanism of contemporary Muslim communities

should seek to express and represent the spirit, values, creativity, underlying principles and

sacredness of Islam. Copying or reshuffling old architectural vocabularies from past eras is not

only antithesis to Islamic notions of the duty of innovations and creativity, but it also contributes

passively to the already shattered image of Muslims across the world.

Today, unlike any time before in their history, Muslims need to vigorously emphasize that their

presence on earth is a sacred mission characterized by a compelling desire, faith and

commitment towards enhancing mankind. Contemporary Muslims need to use art, architecture

and creativity to regain their shattered image as positive members in global development. While,

due to contemporary obstacles, a tremendous effort is needed to change such an image,

investing in culture and knowledge-making would be of a major help.

MIA has a mission to explain Islamic art and culture to the world. In so doing, it is stating a

profound example on how cultural facilities, especially in the Middle East, redraw or better

remove the boundaries between people and places. The Museum is not only contributing in

sustaining the local and ideological identity of Qatar, but more critically, it contributes positively to

the country’s strategic aspiration to transform Doha into a city of knowledge. A quest for identity,

in the contemporary moment, implies twofold pursuits. First, it would speak to the locality and

relate to the community heritage and roots. The second should respect the global aspirations and

each city’s compelling desire to accommodate a place on the global stage and to brand itself as a

global city attracting tourists, workers and global citizens.

Knowledge-based urban development should be perceived by Gulf cities as the most appropriate

answer for their quest to overpass the oil economy era and moving vigorously towards post-oil

one. A large part of the motivation behind the project is clearly the desire to establish Qatar as

both a tourist destination and as an ideal place where intellectuals might be prepared to relocate.

Hence, the Museum of Islamic Art gave every indication that it was on the right track.

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Accessed 28-03-2010

i Rasem Badran is a Jordanian architect who is

a famous as believer in theory and practice in the value of Islamic

heritage. He is the recipient of the prestigious Agha Khan Award for Islamic Architecture.

ii One of the convincing interpretations of such a decision is that due to Qatar’s desire to transform Doha, the capital into a

global city. While Badran is with no doubt an expert in the use of Islamic architectural heritage, Pei was a more

appropriate choice for globalizing Doha by putting his signature architecture in one of its prominent locations.

iii Marking the next stage of its program to develop Qatar into a hub of culture and communications for the Gulf region and

the world, the Qatar Museums Authority (QMA) revealed its plans for the new National Museum of Qatar, as expressed in

a striking and evocative design by Pritzker Prize-winning architect Jean Nouvel.

iv www.qma.com.qa accessed on March 14, 2010.

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v www.qma.com.qa accessed on March 25, 2010.

vi Museum of Islamic Art http://www.mia.org.qa accessed March 3, 2010.

vii Qatar’s vision to substantiate its position as a knowledge and cultural center in the post-oil paradigm was also a vehicle

to create a different identity for the country’s development strategy, which will distinguish Qatar from other Gulf States.

Building museums, universities and knowledge centers highlighted this approach. Yet, because of the strong and

sometimes harsh competition between Gulf cities, Abu Dhabi challenged Qatar by the announcement of developing

Sadiyyat Island as host for four mega museums designed by four of the top signature architects of our contemporary time.

viii My extensive visits to Islamic Museums regionally and internationally are supporting this view. Seldom do Islamic

museums invest in contemporary or future agenda for Islamic art and creativity. Their collections are basically celebrating

the past and keep the viewers ignorant about the present. Examples will include Islamic museum in Cairo, Damascus,

Sharjah In addition to Islamic exhibitions in Paris and London Museums.