International Conference on Technology and Business Management

March 28-30, 2011

The Status of Emirati Women in the ICT Sector

Mhamed Zineddine Huda Kindi m.zineddine@alhosnu.ae h.kindi@alhosnu.ae Alhosn University, Abu Dhabi
One of the main pillars of the last centurys human development is ICT. However, women may not be well represented in the ICT professional sector. Avoidance of young women of ICT programs in universities would deepen structural employment and increase inequalities. In this paper, we present the results of a case study from ALHOSN University. This study investigates the status of Emirati women (108 students and their relatives) in the ICT sector from an educational and employment prospective, the underlying factors that may be hindering their participation with males. Despite a more encouraging educational environment, ICT jobs are less suitable. Keywords: ICT, Women Empowerment, Gender Equality

1. Introduction
Information Communication Technology (ICT) has become an integral part in every area of concern. As Lewis, Lang and McKay (2006) argued, the avoidance of young women of ICT related programs in universities would deepen the structural employment and numbers inequalities. Furthermore, it widens the gaps and divisions of the workforce and renders the ICT sector gender stereotyped at best and excluding women at worst. Western countries are open societies with somewhat positive attitude towards working women, which make the job market environment encouraging for women striving to participate in their economies beside men. Western societies and the Arab World are different on many levels, be it societal, cultural, or economical etc. If recent research suggested that women from the western countries might not be well represented in the ICT professional sector, women in the Arab word may suffer deeper marginalization. In this research, we will look at the status of Emirati women in the ICT sector from an educational and employment prospective and the underlying factors that may be hindering their participation. The remainder of the study is structured as follows. Section 2 reviews a few studies relating to status of women in the ICT sector. Section 3 pertains to the research questions and assumptions addressed in the study. Section 4 states the methodology adopted in the study, section 6 presents the analysis and section 7 presents the discussion. Section 8, 9 and 10 concludes the study with recommendations and scope for further research.

2. Literature Review
Information communication technology (ICT) has become an imperative aspect for the success of any nation. However, only a handful of rigorous academic research on women and ICT in the UAE were noted (Wheeler, 2004; Skali, 2006; Tubaishat, Bhatti, and El-Qawasmeh, 2006; Taha, 2007; Vodanovich, Urquhart and Shakir, 2010) and also most research scholars approached the Middle East as one region (Alterman, 2000, Fandy, 2000, Dutta and Coury, 2003) As Bruce (1998) explains, ICT has become a salient enabler of business strategies in areas of mass customization, competitive differentiation, quality improvements, and process automation and improvement. ICT affects the entire spectrum of retail, manufacturing, and service companies. Nowadays, organizations operate in a dynamic, fast-changing environment due to a number of factors, such as technical innovations, new and creative ideas, strategic alliances, acquisitions and mergers, and a culture of continuous change (Ekstedt, Jonsson and Plazaola, 2005).On one hand, common sense suggests that women and men should be equally able to participate in the ICT sector. On the other hand, women are facing many issues and are less represented in the ICT work force and ICT related educational programs. While it is clear that ICT has a great potential to further empowerment of women, the literature seems to suggest that its impact is not as it was expected. According to Nelson (2004) UAE National women's participation in the labor force was increasing, but they only represented a small percentage of the overall labor force. The ICT sector is no exception. This outcome can be related to their dissatisfaction with the terms and conditions of employment imposed by the paid private sector. However, many factors also dominate the scene. From an educational prospective, female students feel insecure when using new computer systems; they fear that systems are complicated (Milis et al 2008). Classroom climate, departments environment in educational institutions does not encourage girls to go along with Science, Technology, Engineering, and Mathematics 413

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(STEM) careers , as they are treated differently than men. Absence of female faculty role models that can act as inspirers on how to balance their careers and family together is also a hindrance. Lack of confidence; gender bias and discrimination in hiring, promotions, salaries and job offers of women; and the challenge related to compromises that had to be made in family matters for career advancement are all impediments that women have to deal with (Welde et al 2007, and Hill et al 2010). Furthermore, negative stereotypes were another factor, which can lower girls test performance and interest for such careers (Hill et al 2010). Women from the western and the Arab world face some common barriers. However, these barriers differ in their severity. Open-minded societies promote positive attitudes towards working women, which make the job market environment encouraging for women striving to participate in their economies beside men. Using the Internet for instance in the west is taken for granted. Women in the Arab world have to overcome bigger social and cultural hurdles to use the Internet. For females, cultural traditions limit communication with people outside of their close family networks. Using Internet, e.g., email, chat room, online discussion and online games, may represent a strong conflict with traditional culture and social expectations towards women (Shen and Shakir, 2009). Many suggestions and recommendations were proposed through the literature. Ghazal (2010) recommended that governments, universities and the private sector need to develop, expand, and improve internship programs and work placements to align educational outcomes with skill requirements. In the report, Women and ICT Status Report 2009 published Marsh 2010 by European Commission; authors suggested that more policies need to be implemented to bring an equitable participation of women in ICT. Women need to have equal access to and benefit from ICT. They need to be encouraged to become more efficient in the use of ICT.

3. Research Questions, Assumptions and Limitations

Women in the Arab world live in a different environment than their counterpart in the western countries. Many cultural, societal and religious factors may affect women participation in the ICT sector. Recent studies suggested that women are still facing more obstacles when it comes to ICT education. In this study, a comparison between the old and new generation (mothers and daughters) has been emphasized to obtain answers to the following questions: is there a significant change between the status of women before and now? Are there some obstacles that still resist to change? What are the main obstacles that hinder and slow the penetration rate of women to the IT sector? The utilization of both generations in the sample may be susceptible to societal and family interference and influence factors; that is the background of the mother may be a direct factor in influencing the orientation of the daughter.

4. Methodology / Design of the Study

This investigation adopted a mixed methodology (quantitative and qualitative), it is a non-experimental research study utilizing primary data collected using a questionnaire and informal, conversational interviews. SPSS version 19 was used to generate statistical information. Population and Sampling The population targeted in this study was Emirati students from different disciplines, their female family members and their relatives. Questionnaires were distributed to 350 students from which 108 responses were received. Twenty students were further approached for an interview while 14 accepted to be interviewed. Pilot Test of the Instrument The instrument used in this study has been through a face validity process, which ensures that the instrument is at least superficially capturing what is intended to measure. Content validity was used to minimize the subjectivity factor that may hinder the face validity process. The feedback from a panel of experts was used to achieve content validity. Enhancements and changes suggested were made to the survey. Reliability on the other hand is about the consistency of results and whether it is free of random or unstable errors. The researcher, made every effort in minimizing errors in the process of entering the data collected using a standardized data collection instrument, implementing the appropriate sample designs and sampling procedures, adequate survey administration procedures, and data verification and correction procedures.

5. Data Analysis
This section is mainly concerned with the presentation of the analysis of data collected by a questionnaire and interview on the status of women in the ICT Sector. Demographic Data Analysis The data collected revealed that the age of respondents ranged between 16 and over 60 years of age. However, 50% of the respondents fell in the age group between 21 and 30 and furthermore, 45% of the respondents were 414

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single. This shows that the current generation forms a major part of our sample. The data also indicated that 49.1% of respondents held a University Degree. This signals that the majority of respondents had acquired adequate level of education in order to enter the job market. Emirati Womens Awareness of ICT and its Uses With respect to the awareness of Emirati women awareness of ICT and it uses, 94% percent of respondents reported that they were knowledgeable about computer basics and acknowledged that lack of computer skills can delay access to employment. Data revealed that the majority of respondents (93%) had access to computer systems. The remaining respondents did not own their own computers but either used it at school, university or work. 96% of respondents found computers necessary in their lives, which suggests computer literacy in the fields of education and occupation. Regarding the mode of learning, a mixed response was received. Nearly 43% confirmed that they learned to use computers in University, while the remainder learnt ICT in school, training courses and self-training. However, one of the striking features in our findings was that only 16.3% learnt to use computers at work therefore, promoting computer illiteracy might be lacking at work. Further research may shed some light on this finding. The majority of respondents 78.9% used the computer for educational purposes, 75.8% to surf the internet and 58.9% for entertainment and leisure. However, only 15.1% of mothers use computers. This clearly reveals a drastic change and that computerization is in progress and is being adapted for information dissemination, acquirement and for leisure. Customs and traditions played a big role in dissuading Emirati women from computer usage in public places such as internet cafes. Access to computers was restricted to their home, school, university and work. In addition, many reported that computers are expensive or restricted to male members in the family. Emirati women (97.2%), however, persist that that using computers is becoming a necessity in their society. The Training Needs of Emirati Women in the Field of ICT Regarding the training needs of Emirati women, a majority of them were analyzed to be striving to develop their computer skills. 73% of respondents would like to enrol in computer and ICT related courses. For instance, 83.1% of the respondents have taken courses in Microsoft Word, and between 42% and 69% of respondents have taken training courses in PowerPoint, Web Design and Data base design. Other respondents took International Computer Driving License (ICDL) courses, Outlook, A++, and Web Development courses. However, only sixty five percent claimed to have benefited from these training courses. Constraints that limit Emirati Women from engaging in the ICT Field The main constraints emerged from this study encompassed economic, family, health, educational, and work related issues. Sixty percent of respondents confirmed that the use of computers limited their involvement with their family members. On the same token, 92% of respondents preferred to spend their free time with their families. Further issues were also stressed such as computers caused eyesight problems believed by (97.3%). Further research is needed to shed some light on this finding. 51% of respondents expressed their dissatisfaction that men are entitled first to learn and use computers and attributed this hindrance to the coeducation in training courses and a male dominated decision-making process within the UAE family. With reference to work related constraints, 66.7% of respondents disagreed with the statement lack of sufficient number of computers in the workplace. A similar percentage also disagreed with the statement Lack of interest with the organization I work for in training courses. This supports the paradigm that ICT is a part of any business institution and organizations. Hence, UAEs business institutions, organizations have been drastically computerized. Lack of time and schedules of training courses also, emerged as major hurdles when it comes to enrolment in these training courses. Data indicated that morning timings were preferred (46.6%). Suggestions and Means to Develop the Awareness among Emirati Women about ICT The main suggestions that emerged from this study was to increase the number of training courses (96.7%), to activate the role of UAE women's associations in the field of information technology (95.8%), and to increase the number of specialized institutes that provide training courses. However, 84.5% of respondents disagreed with the statement increase the curriculum related to information technology. Interviews Analysis Our study conducted an interview with 14 Emirati women studying at ALHOSN University. Three of our respondents were working in the IT department. It was noticed that hectic schedules and timings were major constraints in the IT environment, especially for married women. One of these respondents stated, I remotely work from home after working hours because of the extra load required. The IT is a male dominated sector therefore there was an element of discomfort from our respondents. In the other hand, these respondents enjoyed 415

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working in the IT departments, as it is the new technology that kept them going. The remaining eleven respondents interviewed were not working in the IT department. However they voiced similar opinions relating to inconvenient timings, hectic schedules and an environment favoured for expatriates (Indians mainly). An anonymous respondent quoted I was discouraged by my male colleagues in the HR department to transfer to the IT Department as it is a complicated and technical job. They concluded that working in the IT Department is dynamic and very challenging, especially for women working with new systems and technical tasks.

6. Discussion
The ICT sector in the UAE is thriving and in need of all UAE nationals males and females. Emirati women are knowledgeable about computer basics and they believe that computer skills are required for most jobs. Data analysis suggested that there is a big gap between old and young generations when is comes to computer usage. Hence a drastic change is in visible perception when it comes to Emirati womens ICT education and usage. However, many obstacles still persist. Emirati women are more likely to use computers at home, work, schools and universities than public places; customs and traditions are tightly related to this fact. A small portion reported limited access to computers and stressed that computer systems are used only by male members of the family. A surprising attitude from respondents regarding the expensive nature of computers limits the freedom of ICT knowledge enhancement. Despite the drastic change and adoption of ICT during the last decades in the UAE, many economical, educational, and societal constraints are hindering the Emirati women from penetrating the ICT job market. The main constraints emerged from this study are higher fees for training courses, which are a deterrent for Emirati women when planning to advance or learn new ICT skills. Family obligations also was a hindrance, which suggest that women in the UAE are more family oriented and married women are less likely to opt for ICT jobs. This last finding echoed during the interviews, indicated that the workload, and the work schedule is a deterrent to opt for ICT related jobs. Moreover, men are entitled first to learn about computers due to a male dominated and oriented society. Lack of time also emerged as an obstacle for Emirati women to pursue ICT related trainings, hence opt for ICT jobs. The schedule of training courses and timing is not encouraging either; most women are not allowed by their families to join night classes. The clash of co-education and local customs and traditions is also a drawback when is comes to Emirati women ICT related trainings. It is clear that social, religious, customs and traditions characteristics of the Arab word are different from the west. Emirati women are facing many challenges than their counterparts in the west. What is taken for granted, such as, accessing computers in a public area, training at nighttime, working in a gender mixed environment may not be encourage by Emirati families. Even though, educational institutions promote segregation between genders to ease and mitigate the main constraints that Emirati women have to face when entering the educational system, the ICT job market is less suitable to the majority of female graduates, because it is male dominated and the element of discomfort is also dominant.

7. Limitations and Recommendations

Female oriented issues are volatile and hence must be dealt with vigilance especially in Arab and Islamic world. Strategies be it educational, economic, employment etc. have to take in consideration the constraints and limitations imposed by cultural, societal, and others that women have to adhere to. Organizations have to promote the enrolment of women and encourage them to work at par with other male colleagues. Providing the right training on the right time and the right place is necessary to create a balance between genders. Families have to understand through awareness programs that women need to be differentiated from men and may outperform or match men in many work sectors including ICT and their support is required.

8. Conclusion
Women are underrepresented in the ICT sector. Emirati women are no exception. Despite, their belief that ICT is an important factor in penetrating the job market, many hurdles emerged from this study that still impeding their progress. While women in the western countries enjoy somewhat encouraging educational, social, cultural, and work environments, Emirati women on the other hand, have to deal with extra hurdles such as access to the internet and permission to study or work in a gender mixed environment. Interviews did validate the findings emerged form the data collected using the survey instrument. Higher fees for training courses, Family obligations, workload, work schedule, lack of time, and the clash of co-education and local customs and traditions are issues that slowdown the penetration rate of Emirati women to ICT sector. Despite, the fact that educational systems promote segregations between genders and therefore access to the educational system, the ICT job market is still unsuitable to Emirati womens ICT endeavours.

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9. Future Research
An opportunity worth exploring is to develop and assess effective ways, methods, models to change and positively influence the perception of family members to encourage their daughters, sisters, etc. to engage in ICT related programs and jobs.

10. References
1. 2. Bruce, K. (1998), Can you align IT with business strategy? Strategy & Leadership, 26(5), 16. Dutta, S. & M.E. Coury (2003) ICT Challenges for the Arab World, in Dutta, S., Lanvin, B. and Paua, F. (Eds.), The Global Information Technology Report 2002-2003: Readiness for the Networked World (World Economic Forum), New York: Oxford University Press, 116-131. Ekstedt, M., Jonsson, N., Plazaola, L., Molina, S. E., & Vargas, N. (2005). An organization wide approach for assessing strategic business and IT alignment. Portland International Center for Management of Engineering and Technology. Retrieved January 2011 from http://jobfunctions.bnet.com/abstract.aspx?docid=287965. Ghazal, M. (2010) Women make up 9 percent of ICT employees report. Jordan Times. November 5, 2010. Hill, C., Corbett, C. and Rose, A. (2010) Why So Few? Women in Science, Technology, Engineering, and Mathematics. Lewis, S., J. McKay and C. Lang (2006). The Next Wave of Gender Projects in IT Curriculum and Teaching at Universities. Eighth Australasian Computing Education Conference (ACE2006), Hobart, Australia, CRPIT. Milis, K., Wessa, P., Poelmans, S., Doom, C. and Bloemen, E. (2008). The Impact of Gender on the Acceptance of Virtual Learning Environments. Nelson, C. (2004). UAE National Women at Work in the Private Sector: Conditions and Constraints. 20. Shen, K., and Shakir, M. (2009) Internet Usage among Arab Adolescents: Preliminary Findings. European and Mediterranean Conference on Information Systems 2009 (EMCIS2009) July 13-14 2009. Skalli, L.H. (2006) Communicating Gender in the Public Sphere: Woman and Information Technologies in the Mena, Journal of Middle East Women's Studies, 2, 2. Taha, A. (2007) Networked E-information Services to Support the E-learning Process at UAE University, The Electronic Library, 25, 3, 349-362. Vodanovich. S, Urquhart. C. and Shakir. M. (2010) Same but Different: Understanding Womens Experience of ICT in the UAE. EJISDC (2010) 40, 4, 1-21. Welde, K. D., Lauresen, H. T., and Thiry, H. (2007). Women in Science, Technology, Engineering and Math (STEM). Wheeler, D. L. (2004) Blessings and Curses: Women and the Internet Revolution in the Arab World, in Sakr, N. (Ed.), Women and Media in the Middle East: Power through Self-expression, 138-61, London: I.B Taurus. Women and Status Report 2009. (2010). Women in ICT. March 2010.

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