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

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

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